High School Science OLS Standards

Learning Progression

Complexity c

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Reproduction

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Absorption and Excretion

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Transport

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Integration and Coordination

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Complexity a

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Support and Motion

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Levels of Organization

Digestive System

Explain how the digestive system functions to allow humans to receive nutrients needed to survive.

Identify structures used in digestion (e.g., mouth, teeth, tongue, esophagus, stomach, small intestine, large intestine, and rectum).

Identify a digestive organ in a model or diagram of the body.

Recognize that as food travels, nutrients and minerals are absorbed in through the intestines back into the body.

Recognize that the stomach breaks food down for digestion.

Using a visual, trace what happens to food after it is consumed (e.g., from the esophagus it travels to the stomach, small and large intestine and out the rectum).

Consume a cracker and document what the mouth does (e.g., teeth chew, saliva increases, tongue pushes food around and back into the esophagus).

Identify the body parts in the mouth (e.g., tongue, teeth, salivary glands).

Identify a digestive organ in a model or diagram in the body. (e.g., mouth, teeth, tongue, esophagus, stomach, small intestine, large intestine, and rectum).

Recognize that specific organs are responsible for digesting food.

Actively participate in discussion about the path your food takes as you eat.

Respiratory System

Describe how the respiratory system can be damaged by disease or pollutants.

Identify that breathing is the act of taking in oxygen and expelling carbon dioxide.

Identify the lungs in a model or diagram of the body.

Describe how disease and damage affect the respiratory system.

Identify things that can cause lung damage.

Recognize that damage to your lungs can make it hard to breathe.

Observe how breathing changes when exposed to different conditions. (e.g. breathing on a winter day v.s. a hot summer day, breathing after you spray body spray or hair spray).

Recognize carbon dioxide as a waste product expelled by breathing.

Recognize oxygen as the gas required for performing life functions.

Identify the gases involved in respiration (e.g., take in oxygen, expel carbon dioxide).

Recognize that your lungs help you to breathe. (e.g., breath in and out of a paper bag to watch it expand and contract).

Identify the lungs in a model or diagram of the body.

Engage in breathing exercises while using your hand to feel the movement of air from the body.

Urinary System

Describe the main function of the urinary system (e.g., to excrete liquid waste).

Identify structures of the urinary system (kidneys, bladder, and urethra).

Identify the kidneys in a model or diagram of the body.

Trace the path of urine through the body given a diagram.

Identify what lets you know you have to urinate.

Identify what organs are involved when urination occurs.

Use pictures to identify the kidneys.

Identify where urine originates.

Identify what is urine is.

Actively participate in a discussion about what happens when you drink a lot of liquids.

Nervous System

Explain how the nervous system controls all of the functions of the body and that it is made up of the brain, spinal cord, and nerves of the body.

Identify a function of the nervous system (e.g., muscle control, memory, sensory perception, emotions, speech, balance, and basic life functions like breathing).

Identify that the nervous system consists of the brain, spinal cord, and nerves.

Communicate about something that happened to you in the past, explain that your brain stored that memory.

Sort actions into things your body does automatically (e.g., breathe, digest) and things you have to think about (e.g.,roll over, throw a ball).

Recognize that the brain coordinates all the parts and functions of the body.

Identify the skull as what protects your brain and describe injuries that could affect your skull/brain (e.g., concussion from sports, car accident, riding bike without a helmet, diving into shallow water).

Identify where in the body your brain is located.

Recognize a picture of the brain.

Engage with a model of a brain or pictures of the brain, spinal cord, and nerves.

Special Senses (Sense of Sight, Senses of Hearing and Balance, Senses of Taste and Smell)

Explain the connection between the senses and involuntary reactions.

Match each of the five senses to descriptions or images of activities that involve the senses.

Identify each of the 5 senses using diagrams or pictures (e.g., sight = eyes).

Recognize that some actions and/or events can cause involuntary reactions. (e.g., cutting onions makes your eyes water).

Match the body organs that are responsible for what you smelled, touched, heard or saw.

Describe how you feel or react to items when you smell, touch, listen to, look at, taste them.

Smell, touch, listen to, look at, taste various items and compare similarities and differences for each.

Identify the five senses.

Match each sense with a body part. (e.g., sight = eyes).

Smell, touch, listen to, look at, taste various items.

Endocrine System

Recognize that imbalances in the body can lead to diseases (e.g., high blood pressure, diabetes).

Identify functions of hormones (maintains blood glucose levels, stable blood pressure, body temperature, reproduction).

Identify that the body produces substances to help bodies grow and develop.

Recognize that imbalances in the body can lead to diseases (e.g., uUse diabetes as an example for a disease that occurs when hormones are imbalanced).

Recognize that hormones (chemicals) help to promote growth in the body and regulate numerous body functions.

Recognize that hormones regulate body functions from birth to death.

Identify hormones as substances that affect growth, development, and maintenance.

Actively participate in a discussion on growing and developing.

Hierarchy of Organization

Describe the function of organ systems (e.g., muscular, skeletal, digestive, nervous, respiratory, reproductive, digestive).

Recognize the hierarchy of cellular organization (i.e., cells make tissues, tissues make organs, etc.).

Identify a cell.

Name either cells or organs that are a part of the various systems of the body (e.g., cardiac cells make up the heart which are part of the circulatory system).

Identify the functions of the body and the organs/organ systems that are responsible for that function.

Sequence cards showing cell, tissue, organ and system into order from simplest to most complex.

Recognize that cells can work together.

From a group of photos, select the ones that show cells.

Identify that cells make up the human body.

Engage with pictures or visual models of cells, organs, and organ systems.

Types of Tissues

Describe the function of a particular type of tissue (e.g., muscle tissue).

Recognize that there are different types of tissues with different functions.

Identify that tissues are made of cells.

Name either cells or organs that are a part of the various systems of the body (e.g., cardiac cells make up the heart which are part of the circulatory system).

Look at images of various types of tissues and match them to organs where possible (e.g., cardiac and smooth tissue).

Match types of tissues to their function.

Match pictures of cell types to their related tissue.

Identify that tissues are made of cells.

Engage with visuals showing the composition of various types of tissues (e.g., many skin cells make up skin tissue).

Engage with models of cells.

Homeostasis

Describe how the body works to maintain homeostasis (e.g., sweating when the body is hot).

Recognize that the body’s systems interact to maintain balance.

Identify that the body has many systems that work together.

Recognize that different parts of the body work together to maintain homeostasis (e.g., circulatory system works to support many systems, . Iincreased heart rate increases blood circulation which imports and exports materials as needed to maintain a healthy range).

Recognize that if sweating increases, water will need to be replaced.

Recognize that if more water is consumed, urination increases.

Identify why you drink more water when consuming salty foods..

Compare heart rate and breathing when sitting versus running. Discuss why there is a difference.

Describe why you start to sweat or to shake, recognize these are your body trying return to its proper balance.

Describe a time when you had a fever, use this to understand that the body needs to stay at a certain temperature range.

Actively participate in discussion of body functions including purpose of sweating, shivering, and why heart rate may increase.

Anatomical Terminology

Label organs on a model or image of a body.

Match organ names to a model or image.

Locate a body part on a model or image of a body.

Identify body parts and connect to anatomical terminology.

Observe a labeled representation of a body and its organs.

Recognize that the human body has universal terminology for orientation.

Engage with a model of the human body (torso, internal organs).

Reproductive System

Describe the function of the reproductive system (e.g., producing offspring).

Identify structures of the reproductive system in a model or visual representation.

Identify male and female differences.

Identify functions of reproductive body parts as they relate to being male or female.

Sort reproductive organs as male or female.

Identify the parts of your body that relate to reproduction.

Identify what about your body makes you biologically male or female.

Recognize that you are biologically male or female.

Engage with visual representations of the male and female bodies.

Integumentary System

Identify the accessories of the skin system (e.g., nails, hair follicles, sweat glands).

Identify the functions of skin (e.g., protection, temperature regulation).

Identify skin as a form of protection.

Recognize that skin aids in homeostasis.

Match labels to parts of the skin (e.g., hair follicles, sweat glands, nerves, blood vessels)

View enlarged images of the skin, see that it has layers and parts which aid in protection.

List or select ways your skin protects you (e.g., keeps germs out, shields the body from radiation, sweats to maintain temperature, eliminates waste products).

Recognize that your skin is a barrier which is protection.

Actively participate in discussion of characteristics of own skin.

Engage in touching own skin.

Skeletal System

Describe the functions of the skeletal system (support, protection, movement).

Complete a model of a skeleton using the major bones of the body.

Match major bones with a diagram of a body (e.g., skull=head).

List or select the functions of the skeleton (helps you move, supports the body, protects organs).

Create a model of a skeleton using the major bones of the body.

Match body parts with the bones that are associated with them (head/skull, long bone/extremities, rib cage/chest, tiny bones/fingers and toes)

Recognize that bones in different parts of the body look different to provide different functions (primarily support).

Engage with a visual model of the skeletal system.

Muscular System

Describe how muscles are needed for movement.

Recognize that some muscle movements are voluntary (e.g., walking) and some are involuntary (e.g., beating heart).

Identify a muscle.

Bend your arm and leg in and out, notice that voluntary muscles often work in pairs. One muscle relaxes and the other contracts.

Sort muscles as voluntary or involuntary based on function.

Identify the location of muscles that work involuntarily (e.g., heart, blood vessels, digestive system).

Recognize that some muscles move on their own (e.g., involuntary).

Recognize that different muscles types provide different functions (e.g., smooth muscles for digestion, striated muscles for walking, cardiac muscle for heartbeat).

Recognize the substance underneath the skin is muscle and t. That muscles areis attached to the bones of the skeletal system.

Engage with pictures of the muscular system (e.g., look at pictures of different muscle types (cardiac, smooth, skeletal)).

Engage in moving parts of the body and feeling muscular structures underneath skin.

Blood

Describe the specific functions of red blood cells and white blood cells.

Describe the function of blood in the human body (e.g., transportation, protection, and regulation).

Identify the two types of blood cells (e.g., red and white blood cells).

Identify that white blood cells fight infection.

Identify that red blood cells carry oxygen to the entire body and picks up carbon dioxide to transport back to the lungs.

List or select functions of blood (e.g., carry food, oxygen and wastes, fight infection, maintain balance (homeostasis)).

Observe pictures of red and white blood cells, describe differences in their shapes.

Recognize that there are three different types of blood cells (e.g., red and white, platelets).

Engage in representations of the various components of blood (e.g., red and white blood cells, platelets, plasma, etc.).

Cardiovascular System

Describe the structure and function of the heart.

Identify the heart as a muscle that pumps blood throughout the body.

Locate the heart on a diagram/picture.

Label a representation of the heart including the chambers.

Relate the cardiovascular system to a delivery system, Blood picks up products and wastes and delivers it to other systems in the body.

Trace the flow of blood through the heart.

Use an ECG/EKG printout to provide a visual representation of a heartbeat.

Recognize the heart is a muscle that pumps blood throughout the body.

Identify the heart when presented with a diagram or picture.

Engage by placing your hand on your heart to feel your heartbeat.

Lymphatic and Immune Systems

Describe the role of the immune system in fighting disease.

Identify white blood cells as part of the immune system.

Identify a white blood cell.

Describe the role of the immune system in fighting disease. Relate the immune system to a security system of a house. It constantly monitors the body looking for intruders. Once an intruder is detected, it remembers the intruder and launches a defense each and every time it is encountered.

Recognize that white blood cells are part of the immune system.

Identify a white blood cell.

Recognize that your body uses certain internal structures to fight off diseases when you get sick.

Actively participate ein discussion on how the bodyyou fights illness.

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Cells

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

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Complexity b

Complexity a

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Complexity a

Diversity and Interdependence of Life

Learning Progression

Complexity c

Complexity b

Complexity a

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Evolution

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Complexity a

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Heredity

Cell Structure • Structure, function and interrelatedness of cell organelles • Eukaryotic cells and prokaryotic cells

Compare and contrast a prokaryotic cell and a eukaryotic cell.

Match the organelle with the process it helps to execute (e.g., chloroplast, photosynthesis).

Identify the function of the cell membrane.

Model materials going into and out of the cell.

Recognize that materials need to enter and leave the cell through the cell membrane.

Match cell organelles to functions.

Identify a cell as prokaryotic or eukaryotic.

Given a variety of cells sort into prokaryotic and eukaryotic cells.

Show what cell type is responsible for photosynthesis.

Given a cell with missing part, identify what function the cell is unable to do and how that affects the cell.

Recognize that cells are classified by their cell parts.

Recognize that organelles do specific jobs for the cell.

Recognize that cells have parts (organelles).

Recognize that all living things are made of cells.

Cellular Processes • Characteristics of life regulated by cellular processes • Photosynthesis, chemosynthesis, cellular respiration, biosynthesis of macromolecules

Describe how the cell needs specific conditions (e.g., temperature, pH) in order to perform its essential functions (e.g., respiration, photosynthesis).

Complete a diagram that depicts the process of photosynthesis.

Identify photosynthesis and cellular respiration as occurring in a cell.

Identify the importance of photosynthesis.

Identify the importance of respiration.

Investigate plant seedlings in different environments (temperature, pH) to show optimum range of growth.

Identify the products of cellular respiration.

Identify the products of photosynthesis. [Use pictures to complete a diagram of the process of photosynthesis (picture of sun, tree, water, oxygen, carbon dioxide and glucose)]

Compare the cell to a factory and show how cells make products for an organism.

Biodiversity • Genetic diversity • Species diversity

Explain how low genetic diversity impacts population size, energy flow or the cycle of matter in a given environment (e.g., Isle Royale Wolf population).

When given two examples of an animal or plant in a given environment, describe which one would have the higher chance to survive or reproduce based on traits (e.g., fur coat thickness, coloration).

When given an environment, recognize a plant or an animal that could survive in that environment.

Show data (graphs or charts) for population sizes of predatory/prey for a particular environment and show how one species impacts another (e.g., wolves and moose oin Isle Royale).

Predict what will happen to an ecosystem when a population of organisms (wolves, ash trees) moves in or out.

Given pictures of two environments and a set of organism picture cards, place the organisms in the environment where they are most likely to survive.

Given two animals or plants, identify which of them is most likely to survive in a certain environment and match which traits would help it survive.

Ecosystems • Equilibrium and disequilibrium • Carrying capacity

Identify how both populations will change in a predator/prey relationship, when given a model of an ecosystem that is not in balance (e.g., carrying capacity).

Identify how a human or natural change to an ecosystem results in a change to a predator or prey population.

When given a set of before and after pictures of an ecosystem, (e.g., meadow changed to farm, forest changed to apartment buildings) observe the human caused changes.

Given an ecosystem that has experienced an event (natural or man made) discuss how an impacted organism may change the dynamics of the ecosystem (carrying capacity).

Given an environment and an event (natural or man made) predict what organisms will survive, thrive or perish as a result of that event.

Match the cause to the effect of a change to an ecosystem. (Given two pictures of an ecosystem and an event which occurred identify which came first (e.g., meadow, forest, apartment complex, volcanic eruption).

Examine a given ecosystem and identify the relationships between organisms.

Loss of Diversity • Climate change • Anthropocene effects • Extinction • Invasive species

Describe how drought, flood, volcanic eruption, habitat loss, or introduction of a new species may affect the diversity in an ecosystem.

Match the cause (e.g., drought, flood, habitat loss, new species) to its effect on organisms in an ecosystem.

Identify factors that can harm organisms in an environment (e.g., drought, floods, volcanic eruption, habitat loss, new species etc.).

Match worldwide temperature data to a given environment and the changes that have occurred to the populations that live there. (e.g., polar ice caps, coral reefs).

Use populations numbers of native species after the introduction of zebra mussels to the Great Lakes to provide an example of how human activities can impact an ecosystem.

Discuss what happens to organisms in an ecosystem after a human activity. (Show pictures of human activities such as strip mining, mall building, home developments and match them with the aftermath photos of the environment.)

Discuss what happens to organisms in an ecosystem after a natural event. (Show pictures of natural events and match them with the aftermath photos of the environment.)

Recognize the human activities can change an ecosystem impacting organisms.

Recognize that natural events will change an ecosystem impacting organisms.

Mechanisms • Natural selection • Mutation • Genetic drift • Gene flow (immigration, emigration) • Sexual selection

Describe how the presence or absence of traits may help some individuals in a plant or animal population survive and reproduce in their environment (e.g., natural selection).

When given a population of animals or plants, identify how variation in traits impacts their ability to survive and reproduce (e.g., populations of endangered species).

When given a plant or animal, identify traits that help it to survive in its environment.

Discuss how an organism must survive in order to pass on its traits (genes).

Discuss how successful genes in a population get passed on through reproduction.

Recognize that traits are produced by genes.

Provide pictures of animals or plants with a variety of traits and match them to the environment in which they would survive (e.g., lots of fur in a snowy region).

Discuss how coloration would impact a predator prey relationship, if prey is easy to see it is easy to catch and eat. (Pick up colored candies from a colored background and discuss why some colors are easier to see.)

Given pictures of bird beaks or teeth of mammals and discuss what kinds of food the animal would be best able to eat.

Speciation • Biological classification expanded to molecular evidence • Variation of organisms within a species due to population genetics and gene frequency

Identify evolutionary changes to a given species that have allowed the species to continue to survive and reproduce.

Diagram and describe the evolutionary change in a species.

Given a visual representation, identify a species that has changed over the course of many generations (e.g., cladogram diagram).

Given a cladogram with pictures, make a prediction of what the next generation willould look like based on a given environment.

Use the horse as an example, show pictures of earlier forms and discuss the changes that have occurred.

Use a cladogram with pictures of the organisms to describe changes from one clade to the next (an organism compared to its ancestors). Show the evolution of a trait.

Cellular Genetics

Describe that different genes code for proteins that determine different traits.

Communicate that genes code for specific traits (e.g., eye color, hair color).

Recognize that genes are made up of DNA.

Build a model of DNA.

Recognize that DNA codes for proteins that physically make the traits.

Illustrate that portions of DNA represent a gene that codes for a variety of traits (hair, skin, feathers, leaves).

Manipulate a physical model of DNA.

Recognize that DNA is a set of instructions for the cell.

Structure and Function of DNA in Cells

Recognize that changing the segments of DNA molecules can alter genes.

Recognize that genes are made up of DNA, so changing the segments of DNA can alter genes.

When given a representation of individuals from the same parents, identify variations in physical traits.

Recognize that changing the sequence of DNA may alter the development of a trait if the resulting protein is altered.

Recognize that in sexual reproduction DNA is contributed from two parents to produce a new organism (genetically unique).

Recognize that if the sequence of DNA is changed, the trait changes.

Recognize that the sequence of DNA is specific for development of specific traits.

Genetic Mechanisms and Inheritance

Predict the possible phenotypes of an offspring when given the genotype of the parents (e.g., using a Punnett square).

Recognize that genes combine during sexual reproduction which causes the traits of offspring to not be exact replicas of either parent.

Identify X and Y as female and male chromosomes.

Identify fertilization as sex cells combining.to produce a unique offspring.

Identify the products of meiosis, sex cells (egg and sperm).

Identify the genetic combination for female is XX and male is XY.

Recognize that sex cells contain half the genetic information for the next generation.

Observe a family pedigree and note the similarities and differences of the offspring.

Mutations

Describe how some mutations can be helpful and some can be harmful to organisms.

Recognize that genes can be altered and that those changed genes may then be passed to offspring.

Identify traits that can vary among a population (e.g., eye color, beak shape, etc.).

Recognize that not all mutations have an impact on an organism.

Recognize that only mutations in sex cells get passed on to offspring.

Recognize that changes in DNA which causes different characteristics and functions are called mutations..

In a given population identify the various forms of a trait that exist (e.g., fur color).

Observe a population of organisms to identify differences in individuals.

Modern Genetics

Describe specific ways in which scientists have used DNA to help people or the environment (e.g., sweeter fruit, etc.).

Identify one reason DNA would be purposely altered by humans.

Identify a model of DNA.

Show pictures of animals and plants that have been genetically altered for food production.

Discuss important attributes a farmer should consider for a food crop (yield, taste, shelf life).

Describe why humans would want to change DNA in an organism.

List the differences in the tastes of heirloom produce.

Taste examples of heirloom tomatoes and store bought hybrids or field corn and hybrid sweet corn.

Recognize a model of DNA.

Cells

Diversity And Interdependence Of Life

Evolution

Heredity

Biology

Cell structure and function

Students understand that every cell produces a membrane through which substances pass differentially, maintaining homeostasis.

Students understand that the molecular properties and concentration of the substances determine which molecules pass freely and which molecules require the input of energy.

Students understand that in all but quite primitive cells, a complex network of proteins provides organization and shape.

Students understand that within the cell are specialized parts that transport materials, transform energy, build proteins, dispose of waste and provide information feedback and movement.

Students understand that the many chemical reactions that occur in some cells of multicellular organisms do not occur in most of the other cells of the organism.

Students understand that prokaryotes, simple single-celled organisms, are first found in the fossil record about 3.8 billion years ago.

Students understand that cells with nuclei, eukaryotes, developed one billion years ago and from these increasingly complex multicellular organisms descended.

Cellular processes

Students understand that living cells interact with, and can have an impact on, their environment.

Students understand that high temperatures can irreversibly change the structure of most protein molecules.

Students understand that the changes in pH beyond the optimal range of the cell can alter the structure of most protein molecules and change how molecules within the cell interact.

Students understand that the sequence of DNA bases on a chromosome determines the sequence of amino acids in a protein.

Students understand that enzymatic proteins catalyze most chemical reactions in cells.

Students understand that protein molecules are long, folded chains made from combinations of 20 common amino-acids.

Students understand that the activity of each protein molecule results from its sequence of amino acids and the shape the chain takes as a result of that sequence.

Students understand that carbon is a necessary element that cells acquire from their environment.

Students understand that cells use carbon, along with hydrogen, oxygen, nitrogen, phosphorous and sulfur, during essential processes like respiration, photosynthesis, chemosynthesis and biosynthesis of macromolecules (e.g., proteins, lipids, carbohydrates).

Students understand that the chemical reactions that occur within a cell can cause the storage or release of energy by forming or breaking chemical bonds.

Students understand that specialized proteins called enzymes lower the activation energy required for chemical reactions, increasing the reaction rate.

Students understand that positive and negative feedback mechanisms regulate internal cell functions as external conditions vary.

Students understand that most cells function within a narrow range of temperature and pH.

Students understand that the variations in external conditions that exceed the optimal range for a cell can affect the rate at which essential chemical reactions occur in that cell.

Students understand that at very low temperatures, reaction rates are slow.

Biodiversity

Students understand the great diversity of organisms and ecological niches they occupy result from more than 3.8 billion years of evolution.

Students understand that populations of individual species and groups of species comprise a vast reserve of genetic diversity.

Students understand that the loss of diversity alters energy flow, cycles of matter and persistence within biological communities.

Students understand that the loss of genetic diversity in a population increases its probability of extinction.

Ecosystems

Students understand that ecosystems change as geological and biological conditions vary due to natural and anthropogenic factors.

Students understand that like many complex systems, ecosystems have cyclical fluctuations around a state of equilibrium.

Students understand that the rate of these fluctuations in ecosystems can increase due to anthropogenic factors.

Students understand that changes in ecosystems may lead to disequilibrium, which can be seen in variations in carrying capacities for many species.

Students understand that authentic data are used to study the rate of change in matter and energy relationships, population dynamics, carbon and nitrogen cycling, population changes and growth within an ecosystem.

Students understand that graphs, charts, histograms and algebraic thinking are used to explain concepts of carrying capacity of populations and homeostasis within ecosystems by investigating changes in populations that occur locally or regionally.

Students understand that mathematical models can include the exponential growth model and the logistic growth model.

Students understand that the simplest version of the logistic growth model is Population Growth Rate = rN(K-N)/K, which incorporates the biological concept of limited (non-infinite) carrying capacity, based upon intra- and interspecies competition for resources such as food, as represented by the variable K.

Students understand that carrying capacity is defined as the population equilibrium size when births and deaths are equal; hence Population Growth Rate = zero.

Loss of diversity

Students understand that an ecosystem will maintain equilibrium with small fluctuations in its abiotic and biotic components, but significant fluctuations can result in long-term alterations of the ecosystem and ultimately a loss of biodiversity.

Students understand that this can be caused by natural and anthropogenic events.

Students understand that technology can be used to access real-time/authentic data to study population changes and growth in specific locations.

Students understand that humans are a biotic factor in ecosystems and can impact critical variables within these systems.

Students understand that climate is dependent on a number of feedback loops between sunlight, the ocean, the atmosphere and the biosphere.

Students understand that increasing mean global temperatures cause increased variance in weather that impacts both biotic and abiotic factors.

Students understand that the multiple changes happening simultaneously can stress ecosystems. Extreme events such as prolonged drought, floods, or the introduction or removal of species can result in long-term alterations to ecosystems and their functions.

Students understand that the current rate of extinction is at least 100-1000 times the average background rate observed in the fossil record.

Students understand that observed rates of biodiversity loss are indicative of a severe and pervasive disequilibrium in ecosystems.

Students understand that at the high school level, students should examine the factors that contribute to the accelerated extinction rates observed today and the implications of declining biodiversity carrying capacity.

Students understand that misconceptions about population growth capacity, interspecies and intraspecies competition for resources, and what occurs when members of a species immigrate to or emigrate from ecosystems are included in this topic.

Mechanisms

Students understand that natural selection is used to describe the process by which traits become more or less common in a population due to consistent environmental pressures upon the survival and reproduction of individuals with the trait.

Students understand that mathematical reasoning is applied to solve problems (e.g., use Hardy-Weinberg principle to explain deviations in observed gene frequency patterns in a population compared to expected patterns based on the assumptions of the principle).

Students understand that populations evolve over time.

Students understand that evolution through natural selection is the consequence of the interactions of:

Students understand the potential for a population to increase its numbers;

understand the genetic variability of offspring due to mutation and recombination of genes;

understand that a finite supply of the resources required for life; and

understand that the differential survival and reproduction of individuals based on phenotype(s).

Students understand that mutations are described in the content elaboration for Heredity.

Students understand how to apply the knowledge of mutation and genetic drift to real-world examples.

Students understand that biological evolution explains the natural origins for the diversity of life.

Students understand that emphasis shifts from thinking in terms of selection of individuals with a particular trait to changing proportions of a trait in populations as a result of the mechanisms of natural selection, genetic drift, movement of genes into and out of populations and sexual selection.

Speciation

Students understand that biological classification expanded to molecular evidence Classification systems are frameworks, developed by scientists, for describing the diversity of organisms; indicating the degree of relatedness among organisms.

Students understand that use real-world examples to illustrate natural selection, gene flow, sexual selection, and genetic drift.

Students understand that the recent molecular sequence data generally support earlier hypotheses regarding lineages of organisms based upon morphological comparisons.

Students understand that both morphological and molecular comparisons can be used to describe patterns of biodiversity (cladograms present hypotheses to explain descent from a common ancestor with modification).

Students understand that the concept of descent from a common ancestor with modification provides a natural explanation for the diversity of life on Earth as partially represented in the fossil record and in the similarities of existing species.

Students understand that the variation of organisms within a species due to population genetics and gene frequency Different phenotypes result from new combinations of existing genes or from mutations of genes in reproductive cells.

Students understand that at the high school level, the expectation is to combine grade 8 knowledge with an explanation of genes and the function of chromosomes.

Students understand that natural selection works on the phenotype.

Students understand that heritable characteristics influence how likely an organism is to survive and reproduce in a particular environment.

Students understand that when an environment changes, the survival value of inherited characteristics may change.

Students also understand that this may or may not cause a change in species that inhabit the environment.

Cellular genetics

Students understand that life is specified by genomes.

Students understand that each organism has a genome that contains all the biological information needed to develop and maintain that organism.

Students understand the biological information contained in a genome is encoded in its deoxyribonucleic acid (DNA) and is divided into discrete units called genes.

Students understand that genes code for proteins.

Students understand that different parts of the genetic instructions are used in different types of cells, influenced by the cell's environment and history.

Students understand that the many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. (AAAS)

Structure and function of DNA in cells

Students understand Mendel's laws of inheritance (introduced in grade 8) are interwoven with current knowledge of DNA and chromosome structure and function to build toward basic knowledge of modern genetics.

Students understand that genes are segments of DNA molecules.

Students understand that the sequence of DNA bases in a chromosome determines the sequence of amino acids in a protein.

Students understand that inserting, deleting or substituting segments of DNA molecules can alter genes.

Students understand that sorting and recombination of genes in sexual reproduction and meiosis specifically result in a variance in traits of the offspring of any two parents.

Students understand that this content can be explicitly connected to evolution.

Genetic mechanisms and inheritance

Students understand that genetic variation in traits among offspring is a result of the movement of chromosomes crossing over, independent assortment, and recombination during gamete formation.

Students understand that in high school, genetic mechanisms, both classical and modern, including incomplete dominance, sex-linked traits, and dihybrid crosses, are investigated through real-world examples.

Students understand that statistics and probability allow us to compare observations made in the real world with predicted outcomes.

Students understand that dihybrid crosses can be used to explore linkage groups, gene interactions and phenotypic variations.

Students understand that chromosome maps reveal linkage groups.

Mutations

Students understand that genes can be altered by insertion, deletion, or substitution of a segment of DNA molecules.

Students understand that an altered gene is a mutation and will be passed on to every cell that develops from it.

Students understand that the resulting features may help, harm or have little or no effect on the offspring's success in its environments.

Students understand that gene mutations in gametes are passed on to offspring.

Modern genetics

Students understand that technological developments that lead to the current knowledge of heredity are introduced for study.

Students understand that the development of the model for DNA structure was the result of experimentation, hypothesis, testing, statistical analysis and technology as well as the studies and ideas of many scientists.

Students understand that James Watson and Francis Crick developed the current model based on the work of Rosalind Franklin and others.

Students understand that scientists continue to extend the model and use it to devise technologies to further our understanding and application of genetics.

Students understand that the emphasis is not on the memorization of specific steps of gene technologies, but rather on the interpretation and application of the results.

Biology

Cell structure and function

Develop an investigation to observe how materials transport across a selectively permeable membrane and how various cells respond to different environmental conditions to maintain a dynamic equilibrium. Construct a model of the phospholipid bilayer and predict the movement of various materials across the membrane.

Collect and analyze microscopic organisms from a local pond or stream. Infer evolutionary relationships between organisms according to ancestral traits and derived characteristics like cell parts and multicellularity.

Plan and conduct an investigation that identifies or manipulates feedback mechanisms to maintain homeostasis. Investigations could include heart rate response to exercise, stomate response to moisture and temperature and root development in response to water levels.

Research the cause and effect of various homeostatic diseases (e.g., Type 2 diabetes, high blood pressure, gout) and develop solutions to achieve homeostatic balance for patients that suffer from this disease. Suggest an explanation for the increased incidence of diabetes worldwide.

Use a model of the phospholipid bilayer and demonstrate transport of various materials across a semipermeable membrane that maintains homeostasis. Provide a survival advantage explanation for why some organelles have double membranes.

Within a cell, model the synthesis of a hormone such as insulin, including modifications, from start to finish.

Create a graphic organizer consisting of various cells and cell structures. Organize them according to size. Investigate how each would appear under different types of microscopes.

Illustrate a model of negative or positive feedback including a sensor, a control center, effectors and variables being regulated.

Identify different types of transport. Determine how materials move across a selectively permeable membrane.

Identify the interactivity of organelles resulting in cellular processes such as protein synthesis and metabolism.

Compare negative and positive feedback mechanisms.

Cellular Processes

Design a lab studying yeast and adjust variables such as temperature, pH and food sources. Use probes or other methods to measure gas exchange.

Research various biomolecules found in food. Investigate a food source and identify its biomolecule components. Evaluate and critique popular food options on the market and determine if the nutritional analysis is factual. Using nutritional data create a new marketing promotion for healthier food choices and present findings.

Plan and design an investigation to determine the factors (e.g., temperature, pH, substrate concentration) that affect the activity of enzymes on their substrates (e.g., peroxidase). Research diseases caused by enzymatic deficiencies and propose possible solutions or evaluate how medical breakthroughs have solved the problem (e.g., lactase persistence, adrenoleukodystrophy, mitochondrial disorders).

Design experiments to study gas exchange in photosynthetic organisms. Analyze the data generated to justify which environmental conditions are the most efficient for the photosynthetic organisms. Probes could be used to measure gas exchange.

Refine a product such as yogurt so that it better addresses dietary concerns, restraints and restrictions (e.g. diabetics, infants, bodybuilders).

Plan and design an investigation using algae, fungi or other microorganisms to biosynthesize a natural product that has commercial applications.

Promote awareness of photosynthetic processes as a component of the Earth's CO2 recycling system. Design a "green" environment (e.g., school, house, microenvironment) that demonstrates sustainable environmental practices, such as vegetated green roof systems to improve air quality. The design should encompass the efficient use of fuel resources and building materials to lower carbon footprint and reduce greenhouse gas emissions. Generate an argument and present data justifying how the design improves sustainability.

Provide data from fermentation activities (e.g., Kombucha, sauerkraut) and evaluate variables and outcomes.

Research various techniques to extract oil or hormones from algae. Infer the structural changes (e.g., cellular inclusions, smooth endoplasmic reticulum proliferation) to the algal cells that these techniques may cause. Which strains of algae utilize the most cost-efficient metabolic pathways for oil or hormone production?

Using a simulation or data predict the effects of different variables (e.g., temperature, pH, salinity) on enzyme structure and function. Given a graph, interpret and analyze activation energy with optimal pH and temperature.

Generate a model to depict the role of photosynthesis and cellular respiration in the cycling of matter and energy through biogeochemical cycles

Identify the cellular organelles involved in fermentation. Include inputs and outputs required for the process.

Construct models of various biomolecules. Identify basic building blocks, functions, and location of biomolecules in food and/or the environment.

Identify the structure and function of enzymes and substrates applying models such as lock and key or induced fit.

Identify key organelles, as well as the inputs and outputs of matter and energy, utilized by photosynthesis and cellular respiration.

Biodiversity

Investigate various agricultural/crop production practices, then propose a hypothesis to explain how these practices might impact a species' genetic diversity.

Review data (e.g., recorded by National Center for Biotechnology Information, National Institutes of Health, Centers for Disease Control and Prevention) to examine genetic diversity within populations. Evaluate populations with specific genetic traits and how these are related to the survival abilities of the population (e.g., Irish potato famine, northern white rhino, hemophilia, sickle cell anemia, malaria).

Compare and contrast the factors that influence growing/propagating different varieties (e.g., heirloom and genetically modified organisms) of plants of the same species. This could include growing each variety if resources permit. Using this information, advise the stakeholders of a country/community about the trade-offs of growing each type of plant.

Investigate species diversity for local populations, which could include school grounds and/or local wildlife areas, by comparing the number of different species to the abundance of each species. Consider a stream survey or investigate the influence of introducing wolves back into an ecosystem (e.g., Isle Royale, Yellowstone).

Investigate a species of extremely low abundance (e.g., Vaquita porpoise, Sumatran/Javan rhinos or native bees) and propose monitoring or management methods to increase the genetic diversity.

Propose and justify suggestions to increase diversity and stability of an ecosystem.

Design, evaluate, and refine a solution to reduce the impacts of human activities on the environment and biodiversity.

Investigate the practice of stocking fish in Ohio to identify potential problems and benefits of this practice. Examine how this practice impacts the environment. Develop a public service announcement (PSA) to inform the community about a specific fish that will be stocked in the community's local waterway.

Explore a species that has been removed from the endangered species list (e.g., Lake Erie Water Snakes (LEWS), river otters, bobcats). Evaluate how this action can impact the species and the environment.

Use a model or simulation to analyze the impact of an environmental stressor on the genetic diversity and long-term survival of a population.

Using data on a variety of Ohio species, create a chart comparing the species diversity across the state's ecosystems.

Use historical and real-time data (e.g., Ohio Department of Natural Resources (ODNR) historical and current data) to monitor changes in populations of Ohio species and correlate population size to wildlife management policies (e.g., river otters, deer, Canada geese, sturgeons).

Examine current lake or stream fish populations in local bodies of water to make predictions of future population numbers. Compare this to past years data from ODNR and project future population numbers.

Investigate the species diversity within a biome. Analyze the number of different types of vertebrates, invertebrates and plant species in a biome. Identify patterns in distribution between different biomes and consider the influence latitude and/or altitude plays on species diversity. Correlate the patterns of diversity with energy flow, cycles of matter, and persistence within biological communities.

Identify organisms with high (e.g., tomatoes, beans) and low (e.g., cheetahs) genetic diversity. Recognize that species with low genetic diversity are more likely to become extinct.

Ecosystems

Devise a study to investigate an ecosystem in equilibrium and an ecosystem in disequilibrium (e.g., changing populations of algae species in an aquarium as a function of phosphorus concentration over time). Gather data and analyze the results.

Investigate how urban sprawl affects carrying capacity for a native population (e.g., loss of native populations from the introduction of kudzu for groundcover, the use of Japanese honeysuckle for ornamentation).

Use real-time data (e.g., from student designed tracking methods or Movebank data) to track and monitor populations. Analyze data to determine population cycles and carrying capacity.

Devise a plan to address the ecological and economic impacts of an invasive species. The plan should address lessening the species' impacts.

Design, evaluate, and communicate to stakeholders the strategies to restore equilibrium to an ecosystem previously altered by human impact (e.g., dams, channelization, urbanization, nutrient overload/algal blooms in lakes).

Select a species that has recently been removed from the endangered species list. Evaluate the current management plan and how this action will impact the species and the environment.

Design a tracking method to estimate population size and carrying capacity for an organism.

Predict how predator/prey population cycles (e.g., moose/wolf, hare/lynx) will change if there are changes in the numbers of either species.

Explain how humans can impact predator/prey relationships (e.g., hunting large predators such as wolves, hunting large herbivores such as bison, Nile Perch).

Compare equilibrium and disequilibrium. Give examples of each in real populations. Relate this to Ohio animals and plants. Consider the impact of stocking fish on a native population of the same or similar (able to interbreed) fish (e.g., rainbow trout).

Investigate an invasive species in Ohio (e.g., zebra mussels, purple loosestrife, emerald ash borer, sea lamprey, honeysuckle, gobies, Asian carp), analyze its impacts and predict the ecological and economic impacts on communities. Research should include analyzing the factors that contribute to the organism's success as well as various ideas to provide a solution for managing the species.

Analyze population data for patterns in population cycles and determine carrying capacities. Identify and explain correlations between variables in population data.

Track the effect of varying levels of disturbance (e.g., regulated hunting, poaching, seasonal flooding, volcanic eruption, sea level rise) on ecosystems and create data sets to communicate findings.

Identify and label various features of population growth curves (e.g., fast or slow growth rates, carrying capacity, equilibrium, population boom and bust).

Describe the characteristics of exponential and logistical growth.

Loss of diversity

Use satellite or buoy temperature data to analyze ocean temperature and evaluate temperature effects on marine life.

Investigate a local species (e.g., tree, insect, amphibian, reptile). Use historical and current data to create a profile of the species showing the impact of climate over the past century.

Conduct an experiment to measure changes in temperature of an enclosed environment (e.g., terrarium, 2L bottle) by altering variables such as light intensity, CO2 and humidity. Compare the effect of different factors on the enclosed ecosystem.

Plan a project utilizing real-time/authentic data (e.g., community planners, ODNR, interviews with local farmers) to explain strategies (e.g., pest control, water supply, crop rotations, stormwater management) used to adapt to changes in climate.

Design a study to examine how Earth system interactions are modified by human activities (e.g., an increase in atmospheric carbon dioxide results in an increase in ocean acidification that impacts marine populations).

Given a factor that may impact the ecosystem (e.g., weather event, pesticide, climate change) predict the influence of the impact on the ecosystem. Predict which species would be most vulnerable to extinction and which species would be most resilient. Defend your reasoning.

Examine the established programs to repopulate endangered animal species. Pick a species involved in the restoration and describe current methodology and costs of these programs. Project the benefits to society and why these species are critical to their ecosystem. Examine the role of social media, national economy, politics, energy use, commercial interests, and local traditions in the decision-making process.

Investigate the prevalence of invasive species in the local area and the impact these species have on native species.

Heat retention due to increasing levels of atmospheric greenhouse gases poses challenges for species. Use data-driven models to predict how current rates of change could reshape the range and distribution of species.

Design, evaluate, or refine a solution for reducing the impacts of human activities (e.g., urbanization, building dams, introduction of invasive species, sinking ships to rebuild coral reefs, creating manmade lakes) on the environment and biodiversity.

Research how domestication and selective breeding have impacted animal and plant genetic biodiversity (e.g., apples, dogs). Analyze the impacts of the changes. Predict how biodiversity will be impacted in the future.

Research the role zoos are playing in the conservation of endangered or threatened species. Analyze the impact of these efforts to address the potential loss of diversity within the species or within the ecosystem. Identify the limitations of zoo-based captive breeding programs (e.g., inbreeding) and propose solutions to minimize such problems.

Investigate a species of extremely low abundance (e.g., Vaquita porpoise, Sumatran/Javan rhinos) and propose monitoring or management methods to improve the genetic diversity.

Research the possibility of bringing back extinct species. Examine species restoration methods and techniques. Explore the possibility of de-extinction of a species, its ecological impacts, moral implications and economic values.

Research an invasive species in Ohio, analyze its ecological and economic impacts on biological and human communities. Identify factors that contribute to the species' success and propose solutions to reduce the ecological and economic impacts of the species.

Given real-world data charts from NASA or NOAA construct graphs to examine how factors involved in climate change impact global biological diversity (e.g., coral reefs, desertification, ocean acidification).

Compare historical levels of atmospheric greenhouse gases with levels over the last century. Relate this to climate change and its impact on biodiversity.

Identify patterns in local weather conditions (e.g., temperature, precipitation) and changes in the severity or frequency of extreme weather events. Make inferences on how these changes may impact Ohio climate zones in the future.

Provide examples of GMOs and examine their possible impact on the environment.

Use principles of evolution through natural selection to explain the rise in the occurrence of herbicide-resistant weeds in areas using herbicide-resistant GMO corn and soy seeds. Compare this process with the rise of antibiotic-resistant microbes.

Explore a region of the world that is experiencing high rates of extinction and examine the cause. Analyze the impact of extinction on keystone species, food webs, niches and cycling of matter.

Discuss the limitations of zoos, arboretums and botanical gardens as defenses against global biodiversity loss.

Explain the impact of various invasive species control methods on invasive and native species populations (e.g., LEWS).

Investigate the increase of human disease due to invasion and range expansion of disease vectors (e.g., mosquitoes, ticks). Examine both human and natural means for vector movement (e.g., severe acute respiratory syndrome [SARS], West Nile, Bird Flu, Tsetse fly, nematodes).

Describe feedback loops that exist between sunlight, the ocean, the atmosphere and the biosphere.

List examples of local environmental impacts caused by climate change (e.g., increased flooding, shoreline erosion, shifting planting zones, drought).

Draw and label a biogeochemical cycle (e.g., carbon cycle, water cycle, nitrogen cycle). Identify the factors within this cycle that are influenced by climate change.

Identify and describe anthropogenic factors (e.g., acid rain, ozone depletion, landfill leaching, thermal pollution, light pollution) and correlate these influences with their impacts on the environment.

Graph the global growth of the human population over the last 10,000 years

List historical events that have that resulted in species extinction.

Categorize recent causes of extinction of species (e.g., overharvesting, habitat loss).

Identify possible impacts species extinction has on biological communities.

Describe common ways invasive species are introduced to a new habitat.

Describe the characteristics of successful invasive species.

Create a list of invasive species for your local area and identify the native species with which they compete. Relate this to the ecological controls of native species in the area and how the invasive species escapes those (e.g., invasive starlings are more aggressive at defending nest sites than native bluebirds).

Mechanisms

Generate hypotheses to explain real-world examples of apparent genetic drift (e.g., maintaining heritage breeds of crop plants and livestock, hemophilia in Queen Victoria's descendants, polydactylism in the Amish population, inbreeding in isolates, island populations, loss of diversity in artificially fertilized livestock or zoo populations).

Generate hypotheses to predict the ecological changes following the appearance of an invasive species into a new habitat (e.g., fire ants invading Ohio) based on reports of the impact of that species in other habitats in the recent past.

Consider an organic farming operation growing a heritage variety of sweet corn. The operation borders a large, industrial farm producing genetically modified corn. The organic farm's success is threatened by both gene flow from the corporate GMO (genetically modified organism) farm and genetic drift. Propose a solution to minimize the effect of these factors on the organic farm.

Design a solution to lessen the impact of genetic drift (e.g., increasing genetic variation in populations of cheetahs or lowland gorillas housed in zoos around the world).

Critique a real-world solution to the arrival of an invasive species and how it changed native populations and/or the invasive population with respect to Hardy-Weinberg assumptions (e.g., Ohio examples: Japanese honeysuckle, zebra and quagga mussels, Emerald Ash Borers, purple loosestrife, white-nose syndrome in bats).

Design an engineering or technical solution to keep out or remove an invasive species from a local habitat (e.g., invasive fish out of Lake Michigan, garlic mustard, Zebras mussels, invasive lampreys from Great Lakes tributaries).

Construct a program to remove all descendants of invasive species in a habitat (e.g. rats on small Pacific island). Design an engineering/technical solution to help return native species following the intentional removal of all invasive species (e.g. rats on small Pacific islands).

Design and construct a habitat that maintains the gene pool of a transplanted population at equilibrium.

Identify and explain a real-world example of genetic drift.

Using a model of Hardy Weinberg, explain the results of a change generated in the model population. Prepare a visual representation to present information.

Identify the likely stakeholders (e.g., commercial or sporting groups) affected by the arrival of an invasive species. Prepare a presentation for those stakeholders about predicted changes and the basis for making these predictions.

Differentiate between gene flow (e.g., pollen from GM crops blowing to an organic farmer's crop) and genetic drift (e.g., limited variation within corn crops).

Use Hardy-Weinberg principles to explain the concept of an individual acting as a "carrier" of a rare genetic disorder.

Provide an example of an invasive species and describe the nature of the biological relationship with each native species that is impacted.

Speciation

For two closely related species such as sibling species, (e.g., tassel-eared squirrels, yellow-rumped and Audubon's warbler, plant examples) propose hypotheses to explain their current distributions.

Examine neighboring populations of similar species. Propose one or more analyses to determine if they are distinct species.

Select a group of organisms and generate an evolutionary hypothesis with a cladogram using researched data (e.g., molecular, anatomical, binomial nomenclature). Evaluate cladograms produced by classmates. Support proposed evolutionary relationships with evidence.

Design a medical protocol to discourage the persistence (spread) of antibiotic resistance through natural selection in populations of bacteria.

Design an agricultural solution/procedure to discourage the persistence (spread) of herbicide resistance in crop plants or pesticide resistance in insects through natural selection.

Observe and measure traits within several groups of local species. Propose an engineering solution to block or allow interbreeding between neighboring populations (e.g., tassel-eared squirrels).

Design a technological solution to determine identification in species where visual cues alone cannot determine the identity (e.g., bird species that can only be identified by their song or mating behaviors).

Given information about the current range and population size of a species, predict the effect of a change in environmental factors (e.g., retreat of the last glaciers, rapid increase in water temperatures in the Gulf of Maine) on the species.

Design a public exhibit that attracts tourists by demonstrating convergent evolution of plants on different continents.

Compare the work of Lamarck, Darwin and Wallace.

Present graphically the distribution of a specific trait within and between species in a group (e.g., needle length or number of needles in multiple pine species). Interpret your data through natural selection.

Explore modern and historical evidence from various disciplines (e.g., molecular, anatomical, paleontological) that support the theory of evolution through natural selection.

Interpret the degree of evolutionary relatedness (phylogenetic closeness) based on information found in a cladogram.

Evaluate two or more cladograms representing different hypotheses of the evolution of a given clade.

Explain how natural selection has affected a species (e.g., Darwin's finches, peppered moths, Hawaiian honeycreepers, Galapagos tortoises).

Identify a geographical barrier likely responsible for distinct, yet similar populations in an area (e.g., Lake Erie Water Snakes (LEWS), tassel-eared squirrels) and explain how it might account for the close similarity of multiple forms.

Use molecular, anatomical, and/or paleontological data to explain classic examples of convergent evolution.

Given data in a table (e.g., molecular, anatomical, binomial nomenclature) illustrate evolutionary relatedness (phylogenetic closeness) using a cladogram.

Cellular genetics

Discuss ways that human genetic information can be used (e.g., ancestry, health) and the ethical implications of using this information.

Using information from the Human Genome Project, show how DNA testing companies have developed and what information is used to show how people are related.

Compare the DNA sequences of different cells from the same organism.

Explain how all cells, except gametes, in a specific organism have identical genetic information (DNA) but have different functions.

Compare the information that is provided by various commercial genetic testing companies and determine how it can be used.

Describe the central dogma (DNA to RNA to protein) and its relationship to heredity.

Structure and function of DNA in cells

Discuss and provide evidence that phenotypic variations may result from genetic recombination through meiosis (e.g., sorting, recombination, crossing over) and sexual reproduction.

Given one strand of DNA, construct the complementary strand and/or the mRNA molecule transcribed from it.

Describe the process of meiosis in relation to the function of DNA and chromosomes in coding the instructions for traits passed from parents to offspring.

Genetic mechanisms and inheritance

Propose hypotheses, design experiments and analyze a population (e.g., dog breeds, fruit flies, Fast Plants, virtual simulations) to identify the genotypes of one or more individuals with unknown genotypes. Use Punnett Squares and pedigrees based on their phenotypes and the phenotypes of their offspring. Use the principles of statistics to compare real-world data to predicted outcomes.

Explain the outcomes of a series of genetic crosses from a population (e.g., fruit flies, virtual simulation, Fast Plants) using Mendelian and non-Mendelian genetics (e.g., incomplete dominance, sex-linked traits, dihybrid crosses). Include a discussion of gene interactions, gene linkage and the source of phenotypic variation.

Use a model of meiosis to demonstrate crossing over and independent assortment during gamete formation. Explain how this contributes to variation within a population.

Mutations

Given examples of original and mutated DNA segments, analyze the mutation and identify the impact on phenotype. Make a connection to how natural selection might favor, select against or be neutral on the resulting changes in the protein (phenotype).

Recall types of mutations and describe the effects they might have on a protein.

Classify mutations as gene mutations (e.g., insertion, deletion, substitution) or chromosomal mutations (e.g., trisomy, monosomy).

Evaluate chromosome maps to identify linkage groups.

Modern genetics

Given a problem (e.g., diseases, hunger, pests, water concerns), propose a solution that uses genetic technology (e.g., specially modified bacteria, GMO, CRISPR, epigenetic technology) and defend your reasoning.

Use electrophoresis (actual or virtual) technology to evaluate DNA results (e.g., crime scene analysis, paternity, phylogenetic relationships).

Research current genetic engineering practices (e.g., Clustered Regularly Interspaced Short Palindromic Repeats [CRISPR], GMO, specially modified bacteria, cloning, epigenetic technology). Evaluate the implications of implementing genetic engineering practices.

Using knowledge of genetic technology, create a proposal for the design of a product to solve a current world problem (e.g., golden rice, oil-eating bacteria, insulin-producing bacteria, pigs for producing human organs).

Explain how electrophoresis is used to evaluate DNA results (e.g., crime scene analysis, paternity, phylogenetic relationships).

Create a timeline of the significant discoveries in genetics.

Complex and advanced learning standards in Ohio’s New Learning Standards are not included in the extended standards.

Learning Progression

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Interactions of Matter

Learning Progression

Complexity c

Complexity b

Complexity a

Complex and advanced learning standards in Ohio’s New Learning Standards are not included in the extended standards.

Learning Progression

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Structure and Properties of Matter

Chemical reactions • Types of reactions • Kinetics • Energy • Equilibrium • Acids/bases

Use litmus paper to test and determine the pH of a substance.

Given a pH scale with common ingredients (e.g., orange juice, water, baking soda), determine if they are acid, neutral, or basic.

Identify acid, neutral, and/ or base on a pH scale.

Visually show that combustion is fuel + oxygen + a small energy source to form water, carbon dioxide, and ash while releasing larger amounts of energy in the form of heat and light.

Observe combustion (burning a candle, starting a grill, having a campfire, household furnace) in class or virtually to recognize a combustion reaction.

Observe mixing an acid with a base to recognize a neutralization reaction (many cosmetology processes such as perms or dyes involve neutralization).

Recognize that there are a variety of ways that chemical reactions can happen, two of which are combustion and neutralization.

Watch a chemical reaction (in class or virtually), identify that bonds are being broken and formed using models.

Test various acids and bases with universal indicator (liquid or strips are easily purchased from science suppliers) to find the pH of the substance.

Represent the pH scale with pictures of products that range from 1-14 (e.g., orange juice to water to soap).

Categorize everyday objects (or pictures) into groups of acides, bases, and neutral.

Recognize that acidity is measured on a scale (pH) that goes from very acidic (1) to very basic (14) and that the center point (7) is considered neutral.

Relate everyday experiences to the pH scale (how acidic foods like lemons taste, how bases like soap feel slippery).

Gas laws • Pressure, volume, and temperature • Ideal gas law

Identify types of measurements used for measuring gases (volume, temperature, and pressure).

Define gas as having no definite shape or volume.

Identify a gas.

Recognize that when the temperature of a gas is increased its volume will increase (tire pressure on a hot day, hot air balloon rises).

Recognize that when the volume of a gas is decreased the pressure will increase (popping a balloon by squeezing it).

Recognize that temperature, volume and pressure impact behavior of gases.

Use a balloon to demonstrate how temperature affects the volume of a gas (freezing a balloon with air will cause the molecules to move slowly and deflate the balloon; bringing balloon to room temperature will increase the size of the ballon because the molecules are moving faster hitting the edges of the balloon, increasing size).

Identify that empty containers are filled with gas (air).

Identify common gases (air, water vapor, oxygen, helium, carbon dioxide).

Stoichiometry • Molar calculations • Solutions • Limiting reagents

Atomic structure • Evolution of atomic models/ theory • Electrons • Electron configurations

Identify the location of a valence electron and/or how valance electrons affect an atom’s interactions.

Identify part(s) of an atom (i.e., protons, neutrons, electrons).

Identify a diagram or model of an atom.

Build a model of an atom including protons, neutrons or electrons.

Identify the valence electrons on a drawing or model on an atom.

Recognize that an atom’s reactivity is based on its valence electrons.

Recognize that valence electrons are in the outside layer of an atom.

Identify that protons have a positive charge, neutrons are neutral, and electrons have a negative charge.

Place labels (protons, neutrons, electrons) on a drawing of an atom.

Select the diagram that shows an atom from a set of drawings.

Engage with a model of an atom.

Periodic table • Properties • Trends

Use the periodic table to answer questions about types of elements and the properties of elements (e.g., number of outer electrons, groupings).

Recognize that elements are organized on the periodic table by their properties, number of protons, and number of outer electrons.

Identify an element(s) on the periodic table.

Follow the progression of atomic numbers on the Periodic Table and note their reactivity.

Identify various categories of elements on the Periodic Table (e.g., groups, families, periods, metals, nonmetals and metalloids).

Know that elements in the same column have the same number of valence electrons.

Given an element, find another element on the Periodic Table that will have similar properties (choose one in the same column).

Recognize that elements in the same column have similar properties.

Identify atoms based on their atomic number (given a number find the name of an element).

Recognize the location of the atomic number of an element on the Periodic Table.

Use a Periodic Table’s key to recognize elements.

Recognize the Periodic Table.

Chemical bonding • Ionic • Polar/covalent

Identify the type of chemical bonding that has occurred in a given compound.

Compare the characteristics of an ionic bond and a covalent bond.

Identify bonding as an interaction between atoms.

Combine (baking soda and vinegar, glue and laundry starch) or observe a simple compound (salt, water, sugar) identify that it is composed of more than one type of atom bonded together.

Use an atomic model and/or video to investigate that atoms interact to achieve 8 valence electrons (view the product).

Identify common substances that are bonded ionically and covalently.

Recognize an ion as an atom that has gained or lost valence electrons (which changes their electrical charge).

Recognize that ionic bonding is an attraction between oppositely charged ions.

Recognize that in covalent bonding atoms share valence electrons so that each have 8.

Recognize that different atoms react in different ways (ionic and covalent bonding).

Representing compounds • Formula writing • Nomenclature • Models and shapes (Lewis structures, ball-and-stick, molecular geometries)

Represent a chemical compound with a ball-and-stick model or chemical formula.

Build a model of a chemical compound in a variety of ways (e.g., balland-stick model).

Identify a compound as two or more elements coming together (combining).

Use symbols for elements and subscripts to represent a compound observed in a ball and stick model (observe a model of water to discover the formula H2O).

Look at ball and stick or other models to identify the parts (atoms of elements) that make up a compound.

Use a ball and stick model to represent a chemical formula.

Match common elements and their symbols to develop compounds and formulas (hydrogen, oxygen, carbon , nitrogen).

Use a model to investigate that two or more elements can join to form a compound.

Quantifying matter

Intermolecular chemical bonding forces of attraction • Types and strengths • Implications for properties of substances • Melting and boiling point • Solubility • Vapor pressure

Explore the properties of water and how they change when water is part of a solution (e.g., salt water solutions).

Perform a task with a fixed amount of water and given amounts of a solute (e.g., powdered drink mix) to observe solutions and supersaturated solutions.

Identify a solution when given a field of choices.

Recognize that saturated means the maximum amount of a substance possible is dissolved (e.g., salt or sugar begins to visibly collect in the water; (Use a set amount of water, find the maximum amount of salt that can dissolve (saturated solution), change the temperature and see if more or less can be dissolved (hotter water will dissolve more salt).

Make a solution by combining two substances (sugar and water, salt water, powdered drink mix).

Understand that fresh water differs from salt water and that humans cannot drink salt water for hydration (some sea creatures can use salt water).

Observe a set of mixtures (can be pictures or virtual) and choose the ones that are solutions (salt water, rubbing alcohol from the drug store).

Recognize that dissolve means to distribute the particles of one substance throughout another substance.

Recognize solutions as mixtures that are evenly distributed throughout and show components visually (sugar, water, sugar, water, sugar, water).

Recognize that a mixture is two more more substances combined but not chemically joined.

Interactions Of Matter

Structure And Properties Of Matter

Chemistry

Chemical reactions

Students understand that in the Physical Science course, coefficients were used to balance simple equations.

Students also understand that other representations, including Lewis structures and three-dimensional models, were also used and manipulated to demonstrate the conservation of matter in chemical reactions.

Students understand that laboratory experiences (3-D or virtual) with different types of chemical reactions should be provided.

Students understand that reactions occur when reacting particles collide in an appropriate orientation and with sufficient energy.

Students understand that the rate of a chemical reaction is the change in the amount of the reactants or products in a specific period of time.

Students understand that increasing the probability or effectiveness of the collisions between the particles increases the rate of the reaction. Therefore, changing the concentration of the reactants, changing the temperature or the pressure of gaseous reactants, or using a catalyst, can change the reaction rate.

Students understand that the collision theory can be applied to dissolving solids in a liquid solvent and can be used to explain why reactions are more likely to occur between reactants in the aqueous or gaseous state than between solids.

Students understand that the rate at which a substance dissolves should not be confused with the amount of solute that can dissolve in a given amount of solvent (solubility).

Students understand that mathematical treatment of reaction rates is reserved for more advanced study.

Students understand that computer simulations can help visualize reactions from the perspective of the kinetic-molecular theory.

Students understand that for chemical systems, potential energy is in the form of chemical energy and kinetic energy is in the form of thermal energy.

Students understand that the total amount of chemical energy and/or thermal energy in a system is impossible to measure. However, the energy change of a system can be calculated from measurements (mass and change in temperature) from calorimetry experiments in the laboratory. Conservation of energy is an important component of calorimetry equations.

Students understand that in this course, more complex reactions will be studied, classified and represented with balanced chemical equations and three-dimensional models.

Students understand that thermal energy is the energy of a system due to the movement of its particles.

Students understand that the thermal energy of an object depends upon the amount of matter present (mass), temperature and chemical composition.

Students understand that some materials require little energy to change their temperature and other materials require a great deal to change their temperature by the same amount.

Students understand that specific heat is a measure of how much energy is needed to change the temperature of a specific mass of material a specific amount.

Students understand that specific heat values can be used to calculate the thermal energy change, the temperature (initial, final or change in) or mass of a material in calorimetry.

Students understand that water has a particularly high specific heat capacity, which is important in regulating Earth's temperature.

Students understand that as studied in middle school, chemical energy is the potential energy associated with chemical systems.

Students understand that chemical reactions involve valence electrons forming bonds to yield more stable products with lower energies.

Students understand that energy is required to break interactions and bonds between the reactant atoms and energy is released when an interaction or bond is formed between the atoms in the products.

Students understand that molecules with weak bonds (e.g., ATP) are less stable and tend to react to produce more stable products, releasing energy in the process.

Students understand that classifying reactions into types can be a helpful organizational tool for recognizing patterns of what may happen when two substances are mixed.

Students understand that generally, energy is transferred out of the system (exothermic) when the products have stronger bonds than the reactants and is transferred into the system (endothermic) when the reactants have stronger bonds than the products.

Students understand that predictions of the energy requirements (endothermic or exothermic) of a reaction can be made given a table of bond energies.

Students understand that graphic representations can be drawn and interpreted to represent the energy changes during a reaction.

Students understand that the role of energy in determining the spontaneity of chemical reactions is dealt with conceptually in this course.

Students understand that entropy and its influence on the spontaneity of reactions are reserved for more advanced study.

Students understand that all reactions are reversible to a degree and many reactions do not proceed completely toward products but appear to stop progressing before the reactants are all used up. At this point, the amounts of the reactants and the products appear to be constant and the reaction can be said to have reached dynamic equilibrium.

Students understand that dynamic equilibrium means the rate of the reverse reaction is equal to the rate of the forward reaction so there is no apparent change in the reaction.

Students understand that if a chemical system at equilibrium is disturbed by a change in the conditions of the system (e.g., increase or decrease in the temperature, pressure on gaseous equilibrium systems, concentration of a reactant or product), then the equilibrium system will respond by shifting to a new equilibrium state, reducing the effect of the change (Le Chatelier's Principle).

Students understand that if products are removed as they are formed during a reaction, then the equilibrium position of the system is forced to shift to favor the products. In this way, an otherwise unfavorable reaction can be made to occur.

Students understand that mathematical treatment of equilibrium reactions is reserved for advanced study.

Students understand that teachers should be aware that the common reaction classifications that are often used in high school chemistry courses may lead to misconceptions because they are not based on the actual chemistry, but on surface features that can be similar from one system to another (e.g., exchanging partners), even though the underlying chemistry is not the same.

Students also understand that these classifications may be useful in making predictions about what happens when two substances are mixed.

Students understand that computer simulations can help visualize the progression of a reaction to dynamic equilibrium and the continuation of both the forward and reverse reactions after equilibrium has been attained.

Students understand that properties of acids and bases and the ranges of the pH scale were introduced in Physical Science.

Students understand that in this course, the structural features of molecules are explored to further understand acids and bases.

Students understand that acids often result when hydrogen is covalently bonded to an electronegative element and is easily dissociated from the rest of the molecule to bind with water to form a hydronium ion (H3O+).

Students understand that the acidity of an aqueous solution can be expressed as pH, where pH can be calculated from the concentration of the hydronium ion.

Students understand that bases are likely to dissociate in water to form a hydroxide ion.

Students understand that acids can react with bases to form a salt and water. Such neutralization reactions can be studied quantitatively by performing titration experiments.

Students understand that some general types of chemical reactions are oxidation/reduction, synthesis, decomposition, single replacement, double replacement (including precipitation reactions and some acid-base neutralizations) and combustion reactions.

Students understand that some reactions can fit into more than one category. For example, a single replacement reaction can also be classified as an oxidation/reduction reaction.

Students understand that identification of reactions involving oxidation and reduction as well as indicating what substance is being oxidized and what is being reduced are appropriate in this course. However, balancing complex oxidation/reduction reactions is reserved for more advanced study.

Students understand that organic molecules release energy when undergoing combustion reactions and are used to meet the energy needs of society (e.g., oil, gasoline, natural gas) and to provide the energy needs of biological organisms (e.g., cellular respiration).

Students understand that when a reaction between two ionic compounds in aqueous solution results in the formation of a precipitate or molecular compound, the reaction often occurs because the new ionic or covalent bonds are stronger than the original ion-dipole interactions of the ions in solution.

Gas laws

Students understand that the kinetic-molecular theory can be used to explain the properties of gases (pressure, temperature and volume) through the motion and interactions of its particles.

Students understand that relationships between the volume, temperature and pressure can be explored in the laboratory or through computer simulations or virtual experiments.

Students understand that problems can also be solved involving the changes in temperature, pressure, volume and amount of a gas.

Students understand that when two of these four are kept constant, the relationship between the other two can be quantified, described and explained using the kinetic-molecular theory.

Students understand that real-world phenomena (e.g., why tire pressure increases in hot weather, why a hot air balloon rises) can be explained using this theory.

Students understand that when solving gas problems, the Kelvin temperature scale must be used since only in this scale is the temperature directly proportional to the average kinetic energy.

Students understand that the Kelvin temperature is based on a scale that has its minimum temperature at absolute zero, a temperature at which all motion theoretically stops.

Students understand that since equal volumes of gases at the same temperature and pressure contain an equal number of particles (Avogadro's law), problems can be solved for an unchanging gaseous system using the ideal gas law (PV = nRT) where R is the ideal gas constant (e.g., represented in multiple formats, 8.31 joules/(mole·K).

Students understand that the focus in this course is solving problems using the gas laws and understanding their applications, rather than memorizing the specific names and formulas.

Students understand that deviations from ideal gaseous behavior are reserved for more advanced study.

Stoichiometry

Students understand that a stoichiometric calculation involves the conversion from the amount of one substance in a chemical reaction to the amount of another substance.

Students understand that the coefficients of the balanced equation indicate the ratios of the substances involved in the reaction in terms of both particles and moles.

Students understand that once the number of moles of a substance is known, amounts can be changed to mass, volume of a gas, volume of solutions and/or number of particles.

Students understand that molarity is a measure of the concentration of a solution that can be used in stoichiometric calculations.

Students understand that when performing a reaction in the lab, the experimental yield can be compared to the theoretical yield to calculate percent yield.

Students understand that the concept of limiting reagents is treated conceptually.

Students understand that mathematical applications can be utilized, but it is important to address the symbolic representations as well.

Students understand that molality and normality are concepts reserved for more advanced study.

Atomic structure

Students understand that physical science includes properties and locations of protons, neutrons and electrons, atomic number, mass number, cations and anions, isotopes and the strong nuclear force which holds the nucleus together.

Students understand that atoms are usually in the ground state where the electrons occupy orbitals with the lowest available energy. However, the atom can become excited when the electrons absorb a photon with the precise amount of energy (indicated by the frequency of the photon) to move to an orbital with higher energy.

Students understand that any photon without this precise amount of energy will be ignored by the electron.

Students understand that the atom exists in the excited state for a very short amount of time.

Students understand that when an electron drops back down to the lower energy level, it emits a photon that has energy equal to the energy difference between the levels.

Students understand that the amount of energy is indicated by the frequency of the light that is given off and can be measured.

Students understand that each element has a unique emission and absorption spectrum due to its unique electron configuration and specific electron energy jumps that are possible for that element.

Students understand that being aware of the quantum mechanical model as the currently accepted model for the atom is important for science literacy as it explains and predicts subatomic interactions, but details should be reserved for more advanced study.

Students understand that electron energy levels consist of sublevels (s, p, d and f), each with a characteristic number and shape of orbitals.

Students understand that orbital diagrams and electron configuration can be constructed to show the location of the electrons in an atom using established rules.

Students understand that valence electrons are responsible for most of the chemical properties of elements.

Students understand that atomic models are constructed to explain experimental evidence and make predictions.

Students understand that in this course, electron configuration (extended and noble gas notation) and orbital diagrams can be shown for any element in the first three periods.

Students understand that although the quantum mechanical model of the atom explains the most experimental evidence, other models can still be helpful.

Students understand that thinking of atoms as indivisible spheres is useful in explaining many physical properties of substances, such as the state (solid, liquid or gas) of a substance at room temperature.

Students understand that Bohr's planetary model is useful to explain and predict periodic trends in the properties of elements.

Students understand that the changes in the atomic model over time exemplify how scientific knowledge changes as new evidence emerges and how technological advancements like electricity extend the boundaries of scientific knowledge.

Students understand that Thompson's study of electrical discharges in cathode-ray tubes led to the discovery of the electron and the development of the plum pudding model of the atom.

Students understand that Rutherford's experiment, in which he bombarded gold foil with α-particles, led to the discovery that most of the atom consists of empty space with a relatively small, positively charged nucleus.

Students understand that Bohr used data from atomic spectra to propose a planetary model of the atom in which electrons orbit the nucleus, like planets around the sun.

Students understand that Schrödinger used the idea that electrons travel in waves to develop a model in which electrons travel randomly in regions of space called orbitals (quantum mechanical model).

Students understand that based on the quantum mechanical model, it is not possible to predict exactly where electrons are located but there is a region of space surrounding the nucleus in which there is a high probability of finding an electron (electron cloud or orbital).

Students understand that data from atomic spectra (emission and absorption) gives evidence that electrons can only exist at certain discrete energy levels and not at energies between these levels.

Periodic table

Students understand that in the physical science course, the concept that elements are placed in order of increasing atomic number in the periodic table such that elements with similar properties are placed in the same column is introduced.

Students understand that how the periodic table is divided into groups, families, periods, metals, nonmetals and metalloids is also included and will be revisited here.

Students understand that in this course, with more information about the electron configuration of elements, similarities in the configuration of the valence electrons for a particular group can be observed.

Students understand that the electron configuration of an atom can be determined from the position on the periodic table.

Students understand that the repeating pattern in the electron configuration for elements on the periodic table explains many of the trends in the properties observed.

Students understand that atomic theory is used to describe and explain trends in properties across periods or down columns including atomic radii, ionic radii, first ionization energies, electronegativities and whether the element is a solid or gas at room temperature.

Students understand that additional ionization energies, electron affinities and periodic properties of the transition elements, and the lanthanide and actinide series are reserved for more advanced study.

Chemical bonding

Students understand that content in the physical science course included recognizing that atoms with unpaired electrons tend to form ionic and covalent bonds with other atoms, forming molecules, ionic lattices or network covalent structures.

Students understand that since most compounds contain multiple bonds, a substance may contain more than one type of bond.

Students understand that carbon atoms can bond together and with other atoms, especially hydrogen, oxygen, nitrogen and sulfur, to form chains, rings and branching networks that are present in a variety of important compounds, including synthetic polymers, fossil fuels and the large molecules essential to life.

Students understand that detailed study of the structure of molecules responsible for life is reserved for more advanced courses.

Students understand that in this course, electron configuration, electronegativity values and energy considerations will be applied to bonding and the properties of materials with different types of bonding.

Students understand that atoms of many elements are more stable when they are bonded to other atoms. In such cases, as atoms bond, energy is released to the surroundings, resulting in a system with lower energy.

Students understand that an atom's electron configuration, particularly the valence electrons, determines how an atom interacts with other atoms.

Students understand that molecules, ionic lattices and network covalent structures have different, yet predictable, properties that depend on the identity of the elements and the types of bonds formed.

Students understand that differences in electronegativity values can be used to predict where a bond fits on the continuum between ionic and covalent bonds.

Students understand that the polarity of a bond depends on the electronegativity difference and the distance between the atoms (bond length).

Students understand that polar covalent bonds are introduced as an intermediary between ionic and pure covalent bonds.

Students understand that the concept of metallic bonding is also introduced to explain many of the properties of metals (e.g., conductivity).

Representing compounds

Students understand that using the periodic table, formulas of ionic compounds containing specific elements can be predicted.

Students understand that this can include ionic compounds made up of elements from groups 1, 2, 17, hydrogen, oxygen and polyatomic ions (given the formula and charge of the polyatomic ion).

Students understand that organic nomenclature is reserved for more advanced courses.

Students understand that given the formula, a compound can be named using conventional systems that include Greek prefixes and Roman numerals where appropriate.

Students understand that given the name of an ionic or covalent substance, formulas can be written.

Students understand that many different models can be used to represent compounds including chemical formulas, Lewis structures, and ball and stick models.

Students understand that these models can be used to visualize atoms and molecules and to predict the properties of substances.

Students understand that each type of representation provides unique information about the compound.

Students understand that different representations are better suited for particular substances.

Students understand that Lewis structures can be drawn to represent covalent compounds using a simple set of rules and can be combined with valence shell electron pair repulsion (VSEPR) theory to predict the three-dimensional electron pair and molecular geometry of compounds.

Students understand that Lewis structures and molecular geometries will only be constructed for the following combination of elements: hydrogen, carbon, nitrogen, oxygen, phosphorus, sulfur and the halogens.

Quantifying matter

Students understand that in earlier grades, properties of materials were quantified with measurements that were always associated with some error.

Students understand that a mole is equal to the number of atoms in exactly 12 grams of the isotope carbon-12.

Students understand that the mass of one mole of a substance is equal to its molar mass in grams.

Students understand that the molar mass for a substance can be used in conjunction with Avogadro's number and the density of a substance to convert between mass, moles, volume and number of particles of a sample.

Students understand that in this course, scientific protocols for quantifying the properties of matter accurately and precisely are studied.

Students understand that using the International System of Units (SI), significant digits or figures, scientific notation, error analysis and dimensional analysis are vital to scientific communication.

Students understand that there are three domains of magnitude in size and time: the macroscopic (human) domain, the cosmic domain and the submicroscopic (atomic and subatomic) domain.

Students understand that measurements in the cosmic domain and submicroscopic domains require complex instruments and/or procedures.

Students understand that matter can be quantified in a way that macroscopic properties such as mass can reflect the number of particles present.

Students understand that elemental samples are a mixture of several isotopes with different masses.

Students understand that the atomic mass of an element is calculated given the mass and relative abundance of each isotope of the element as it exists in nature.

Students understand that because the mass of an atom is very small, the mole is used to translate between the atomic and macroscopic levels.

Intermolecular forces of attraction

Students understand that in middle school, solids, liquids and gases were explored in relation to the spacing of the particles, motion of the particles and strength of attraction between the particles that make up the substance.

Students understand that nonpolar organic molecules are held together by weak London dispersion forces. However, substances with longer chains provide more opportunities for these attractions and tend to have higher melting and boiling points.

Students understand that increased branching of organic molecules results in lower melting and boiling points due to interference with the intermolecular attractions.

Students understand that substances will have a greater solubility when dissolving in a solvent with similar intermolecular forces.

Students understand that if the substances have different intermolecular forces, they are more likely to interact with themselves than the other substance and remain separated from each other.

Students understand that water is a polar molecule and it is often used as a solvent since most ionic and polar covalent substances will dissolve in it.

Students understand that in order for an ionic substance to dissolve in water, the attractive forces between the ions must be overcome by the dipole-dipole interactions with the water.

Students understand that dissolving of a solute in water is an example of a process that is difficult to classify as a chemical or physical change and it is not appropriate to have students classify it one way or another.

Students understand that evaporation occurs when the particles with enough kinetic energy to overcome the attractive forces separate from the rest of the sample to become a gas.

Students understand that the pressure of these particles is called vapor pressure. Vapor pressure increases with temperature.

Students understand that particles with larger intermolecular forces have lower vapor pressures at a given temperature since the particles require more energy to overcome the attractive forces between them.

Students understand that the intermolecular forces of attraction between particles that determine whether a substance is a solid, liquid or gas at room temperature are addressed in greater detail in this course.

Students understand that molecular substances often evaporate more due to the weak attractions between the particles and can often be detected by their odor.

Students understand that ionic or network covalent substances have stronger forces and are not as likely to volatilize.

Students understand that these substances often have little, if any, odor.

Students understand that liquids boil when their vapor pressure is equal to atmospheric pressure.

Students understand that in solid water, there is a network of hydrogen bonds between the particles that gives it an open structure.

Students understand that this is why water expands as it freezes and why solid water has a lower density than liquid water.

Students understand that this has important implications for life (e.g., ice floating on water acts as an insulator in bodies of water to keep the temperature of the rest of the water above freezing).

Students understand that intermolecular attractions are generally weak when compared to intramolecular bonds, but span a wide range of strengths.

Students understand that the composition of a substance and the shape and polarity of a molecule are particularly important in determining the type and strength of bonding and intermolecular interactions.

Students understand that types of intermolecular attractions include London dispersion forces (present between all molecules), dipole-dipole forces (present between polar molecules) and hydrogen bonding (a special case of dipole-dipole where hydrogen is bonded to a highly electronegative atom such as fluorine, oxygen or nitrogen), each with its own characteristic relative strength.

Students understand that the configuration of atoms in a molecule determines the strength of the forces (bonds or intermolecular forces) between the particles and therefore the physical properties (e.g., melting point, boiling point, solubility, vapor pressure) of a material.

Students understand that for a given substance, the average kinetic energy (temperature) needed for a change of state to occur depends upon the strength of the intermolecular forces between the particles.

Students understand that therefore, the melting point and boiling point depend upon the amount of energy that is needed to overcome the attractions between the particles.

Students understand that substances that have strong intermolecular forces or are made up of three-dimensional networks of ionic or covalent bonds, tend to be solids at room temperature and have high melting and boiling points.

Chemistry

Chemical reactions

Generate a process for recycling a metal including the uses and possible limitations of the recycled metal.

Design an experiment to determine the effect of concentration, surface area or temperature on reaction rate.

Design a method to determine the identity of a metal by calculating the heat transfer from the hot metal to cold water.

Design an investigation to determine the effective pH range of natural and synthetic indicators.

Devise a method to evaluate the Vitamin C content of commercial products.

Design an investigation to determine the most effective antacid (e.g., baking soda (NaHCO₃) or magnesium hydroxide (Mg (OH)₂) per gram for neutralizing stomach acid (HCl).

Evaluate oxidation-reduction reactions occurring in real-world settings (e.g., rusting, electroplating) that cause engineering/manufacturing challenges and propose a solution.

Critique the effects of a catalyst on everyday chemical reactions (e.g., biological enzymes, catalytic converters). Redesign a process which is more cost effective and/or environmentally friendly.

Design a better (e.g., less expensive, more environmentally friendly) safe hand warmer using ionic substances.

Propose a procedure to shift a commercial equilibrium process to maximize a desired product and construct a risk assessment for its implications on society (e.g., Haber process).

Conduct an experiment to determine what type of roof materials would be appropriate in areas with high acid rain.

Evaluate and critique why lakes with limestone or calcium carbonate experience less adverse effects from acid rain than lakes with granite beds. Then invent a product or process to minimize these effects.

Apply knowledge of reactions to determine the appropriate fire extinguisher for a given scenario.

Examine living organisms to identify and explain biological chemical reactions (e.g., metabolism, respiration, photosynthesis) within the organism.

Compare different reaction types.

Explain the energy changes in photosynthesis and in the combustion of sugar in terms of bond breaking and bond formation.

Using activity series and solubility rules construct an outcome for single replacement and double replacement reactions.

Draw a particle diagram representing the interactions of particles in a chemical reaction.

Apply scientific principles and evidence to provide an explanation about the effects of changing concentration, temperature and pressure on the rate of a chemical reaction.

Through experimentation, generate qualitative potential energy diagrams for endothermic and exothermic reactions with and without the presence of a catalyst (e.g., decomposition of H₂O₂ with KI and without KI). Include reactants, products and activated complex.

Illustrate collision theory using particle diagrams showing that molecules must collide in the proper orientation and with sufficient energy to equal or exceed the activation energy in order to react.

Compare how the specific heat of different substances impacts temperature change.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Use household materials to show the difference between endothermic and exothermic reactions.

In a laboratory setting, illustrate equilibrium shift due to disturbances.

Indicate whether the forward or reverse reaction is favored to reach equilibrium based on different disturbances (e.g., increase or decrease in temperature, pressure on gaseous equilibrium systems, change in concentration of a reactant or product).

Evaluate neutralization reactions quantitatively by performing titration experiments.

Classify a chemical reaction as synthesis, decomposition, single-replacement, double replacement or organic combustion.

Identify which substance is oxidized and which substance is reduced in an oxidation/reduction reaction.

Identify the ways the rate of a chemical reaction can be affected (e.g., concentrations of reactions, surface area, changing temperature or pressure of gaseous substances, using a catalyst).

Calculate the thermal energy change (q), the change of temperature (ΔT), initial or final temperature and mass of a material using specific heat.

Given a table of bond energies, determine whether a given reaction is exothermic or endothermic.

Track the flow of energy and explain why a reaction is an exothermic or endothermic process.

Show that equilibrium is dynamic and that the rates of the forward and reverse reactions are equal.

Describe key features of equilibrium (two opposing processes occur simultaneously at the same rate).

Perform calculations relating pH to hydronium ion concentration.

Identify acids based on the formation of the hydronium ion in water.

Identify bases by their dissociation in water to form the hydroxide ion.

Gas laws

Using simulations and/or laboratory experiences, determine the relationships between pressure and volume, pressure and temperature, and temperature and volume.

Create a model airbag with baking soda and vinegar in a plastic bag. Use the ideal gas law to figure the amount of the reactants necessary to fill a given plastic bag. Test the prediction and provide possible explanations for any discrepancy between the theoretical and actual results.

Detect and measure the volume of a gas produced during a chemical reaction and relate to molar volume at standard temperature and pressure.

Design a device that measures tire pressure under changing temperature conditions.

Design a toy that is an application of a gas law.

Explain both the quantitative and qualitative relationships between pressure, volume and temperature.

Construct models representing the relationship of pressure, volume and temperature related to collisions and energy of particles.

Apply gas laws to common scenarios (e.g. hot air balloons, tire blowouts)

Use the kinetic molecular theory to explain the motion of gas particles and how they are affected by changes in pressure, temperature and/or volume.

Use an Ideal Gas Law Simulator to represent and interpret the connection between pressure, volume, temperature and number of particles.

Identify units of pressure, volume and temperature.

Convert between different pressure units.

Solve problems using appropriate gas law equations.

Determine whether pressure, temperature and volume are increasing or decreasing in a given situation.

Apply the ideal gas law to solve for an appropriate variable.

Stoichiometry

Calculate the reactants needed to produce an exact amount of a product (e.g., produce silver through the reaction of silver nitrate and copper or zinc and hydrochloric acid). Produce the product in the laboratory. Calculate the percent difference between the theoretical amount and the amount actually produced. Provide possible explanations for the discrepancy.

Plan and implement a process to test concentration of pollutants in water (e.g., lead, mercury).

Plan and carry out an investigation to demonstrate the conceptual principle of limiting reactants.

Evaluate the efficiency, cost and environmental impacts of multiple possible chemical processes to determine which process would be best to use. Sustainability and green chemistry should be considered.

Evaluate an environmental problem through the lens of limiting reagents (e.g., algae growths impacted by available phosphates and nitrates).

Investigate the role that limiting reagents play in an industrial process (e.g., pharmacology, cosmetics, chemical industries). Evaluate techniques to optimize production, including how costs and waste products are taken into consideration.

Explain how the creation of a standardized solution (a solution of known molarity) allows you to determine the concentration of an unknown solution.

Compare limiting to excess reagents in a chemical reaction (e.g., copper (II) sulfate and an iron nail).

Using data collected from a multi-step chemical reaction, calculate percent yield.

Use mole ratios from a balanced equation to calculate the quantity of one substance in a reaction, given the quantity of another substance in the reaction (e.g., given moles, particles, mass or volume and ending with moles, particles, mass or volume of the desired substance).

Interpret the coefficients of a balanced equation in terms of moles and particles.

Create a solution and a dilution of a known concentration.

Calculate the molarity of an aqueous solution.

Distinguish between solute, solvent and solution.

Determine the concentration of an unknown solution through titration.

Determine which reactant is limited using particle diagrams.

Use BCA tables to calculate the quantities of products and excess reactants.

Atomic structure

Design an investigation using group 2 elements that illustrates the reactivity of the elements as you move down the group. Interpret data to explain this reasoning based on the electron configurations of each element.

Using knowledge and/or understanding of various ions and their electron location, construct a plan or proposal for a community firework show. Proposal must contain a list of materials, including the chemicals, safety procedures, environmental impact and possible cost.

Design a toy that is based on the idea of excited electrons.

Compare the nature of protons, neutrons and electrons among different atomic models.

Compare the strengths and limitations of particular atomic models.

Investigate the principles used to develop atomic models (e.g. a black-box problem).

Create a timeline that shows major discoveries in atomic history.

Predict which isotope is most abundant given an element's atomic mass and the mass numbers of its isotopes.

Compare the electron configuration of various ions based on data from an experiment (e.g., flame test, spectral tubes). Explore the color of various salts by looking at the electromagnetic spectrum.

Identify atomic models (e.g., Dalton's, Thomson's, Rutherford's, Bohr's) and the work used to produce each of these models.

Interpret the classic historical experiments that were used to identify the components of an atom and behavior of electrons.

Calculate atomic mass given the abundance of various isotopes.

Determine the atomic number, mass number, number of protons, neutrons and electrons.

Identify the extended and noble gas notation electron configurations for elements in the first three periods.

Using the periodic table, determine the electron configuration of an atom.

Construct an orbital diagram or electron configuration to show the probable arrangement of electrons in an atom.

Periodic table

Develop a proposal for the construction of an outdoor art installation in various environments/climates. Determine which metal(s) would have the optimal properties for your project. Present and defend your proposal to a panel of experts.

Predict the placement of an element on the periodic table given only a list of its properties.

Given a metalloid, judge whether the metalloid is more likely to behave as a metal or nonmetal. Defend your choice.

Create a graphic to show the relationships between the trends of the periodic table and electron configurations.

Create a product that explains the organization of the periodic table (e.g., increasing atomic number, groups, periods, metals, metalloid, nonmetals) to middle school students

Describe ionization energy and relate it to atomic structure.

Describe electronegativity and relate it to atomic structure.

Describe periodic trends in ionic radii and electron affinity and relate them to atomic structure.

Describe atomic radius and relate to atomic structure.

Describe how shielding effect explains the trend in atomic size.

For two atoms, identify the one that is larger, more electronegative, or more easily ionized based on where they are on the periodic table. Justify your answer.

Chemical bonding

Design and conduct an investigation to distinguish between ionic, polar covalent, nonpolar covalent and metallic bonds based on material properties (e.g., melting point, solubility, conductivity).

Design an experiment to test the effectiveness of a water softener system's ability to remove ions from water.

Devise a procedure to evaluate physical and chemical properties to develop predictions and support claims about compounds' classification as ionic, polar or covalent.

Evaluate the properties of DNA based on the bonds (polar and nonpolar) within its chemical structure and how it relates to DNA sequencing and/or forensic/medical applications.

Design a theoretical pharmaceutical with an appropriate shape to interact with a provided enzyme or receptor designed by the teacher. The designed molecule would need to contact the enzyme or receptor in three different loci.

Design an investigation to evaluate the claims of a commercial product (e.g., ionic-tourmaline, a mineral that is said to emit quick-drying ions; a hair dryer; a shake weight dumbbell; a type of strong-bond glue). Determine function, intent and any potential bias with the product. Present findings in multiple formats.

Propose a method to evaluate the ability of plastics to be recycled based on the understanding of the plastic's polarity.

Evaluate and critique the impact of a synthetic polymer, fossil fuel or biological macromolecule on society, the environment or health.

Critique the advantages and disadvantages of different metals and alloys for bridge construction.

Compare the stability of ions when they are separated vs. when they are in their lattice.

Construct models or diagrams (e.g., Lewis dot structures, ball and stick models) of common compounds and molecules (e.g., NaCl, SiO₂, O₂, H₂, CO₂) and distinguish between ionically and covalently bonded compounds.

Using electron configurations, hypothesize how an atom becomes a cation or anion and illustrate how and why they would form ionic compounds.

Determine if bonds and molecules are polar by determining the direction of dipole moment of the individual bonds.

Using electron dot diagrams, generate models showing that molecular compounds result from atoms sharing electrons. Include carbon bonds showing the formation of chains, rings and branching networks.

Distinguish between bond polarity and molecular polarity. Construct models illustrating how a nonpolar molecule can be formed from polar bonds.

Compare the stability of atoms when they are separated vs. when they are bonded.

Using experimental evidence, explain how the properties of macromolecules depend on the properties of the molecules used in their formation and the length and structure of the polymer chain.

Illustrate how freely moving electrons in metallic bonds affect properties such as conductivity, malleability and ductility.

Explain how the structure of metal atoms give them the ability to conduct heat and electricity.

Explore the extent to which a variety of solid materials conduct electricity and rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors vs. the poor conductors.

Define bond energy and recognize that bond-breaking is an endothermic process and bond-forming is an exothermic process.

Represent the formation of a bond using electron configurations of individual atoms.

Explain the tendency of elements to transfer or share electrons based on their location on the periodic table.

Identify valence electrons as the highest energy electrons in the atom and use the octet rule to predict the most stable ion formed.

Distinguish between ionic and polar/nonpolar covalent bonds based on their electronegativity values.

Write equations for covalent bond formation between two atoms using Lewis structures.

Explain the difference between a single, double and triple bond in terms of electrons shared.

Compare the bond energies and lengths for single, double and triple bonds conceptually (no numbers).

Explain how polymerization forms long chains of macromolecules (polymers) from small molecules (monomers). Provide examples of natural and synthetic polymers.

Compare electrons in a metallic bond and in a covalent bond.

Representing compounds

Develop the formulas for chemical compounds in household items based on their names.

Construct a prototype of a game to enhance the understanding of formula writing and nomenclature. Allow other students to evaluate and critique the appropriateness of the game.

Determine which type of model (e.g., chemical formula, Lewis structure, ball-and-stick model) is the best representation for a variety of compounds.

Implementing VSEPR identify the different shapes within a large macromolecule (e.g., caffeine, dopamine, serotonin).

Given elements from the periodic table and/or polyatomic ions, predict the formula of a compound.

Write a formula from the name of an acid.

Given the formula of an ionic compound or a binary covalent compound, determine the compound's name.

Name an acid based on its chemical formula.

Construct simple Lewis structures of compounds made up of hydrogen, carbon, nitrogen, oxygen, phosphorus, sulfur and the halogens.

Predict the three-dimensional shapes of simple Lewis structures using valence shell electron pair repulsion (VSEPR) theory.

Construct three-dimensional ball-and-stick models to determine the shapes of simple covalent compounds.

Quantifying matter

Design a method to determine the empirical formula or percent composition of an unknown hydrate/compound.

Determine the percent by mass of water content in popcorn. Correlate its effect on the amount of popcorn produced (or time it takes to start the batch popping). Compare three brands, isolate other variables (e.g., popping method, use of different types of oil) and present findings in multiple formats.

Devise a method to indirectly determine the value of a measurement that common laboratory tools cannot provide (e.g., thickness of aluminum foil, number of sand particles, moles of chalk used to write your name, drop from a pipet).

Using a Socratic seminar, research and discuss the pros and cons of the International System of Units (SI) vs. the English measuring system.

Use calculations to compare the ratios of the size of the atom to the size of different objects (e.g., cell, person, tree).

Compare moles and mass. Identify situations where each is most appropriate to use.

Design an investigation to show that the volume of any liquid sample is constant when divided by its mass.

Measure the volume of an irregular solid using SI units. Provide your answer using correct significant figures and unit.

Distinguish accuracy from precision.

Carry out laboratory measurements with a variety of equipment (e.g., graduated cylinders, beakers, balances) and report measurements to the correct number of significant figures. Compare the accuracy of each measuring device.

Apply the rules for determining significant digits when performing mathematical operations.

Determine the average atomic mass of an element based on the percent abundance of its naturally occurring isotopes.

Convert between mass, moles, volume and number of representative particles using Avogadro's number, molar mass and density using dimensional analysis.

Intermolecular forces of attraction

Design an investigation to identify which solvent would be best to dissolve a particular solute.

Design a procedure to determine the polarity of a substance.

Investigate why water doesn't follow predicted trends (e.g., surface tension, density, vapor pressure, boiling point) based on its intermolecular interactions (e.g. drops on a penny, capillary tube, mixing oil and water, water on glass vs. wax paper). Summarize your findings.

Evaluate the properties of sweeteners (e.g., regular table sugar, high fructose corn syrup, stevia, aspartame, saccharin, sucralose, honey, agave). Research these products and potential impacts. A variation for this could be evaluating oils (e.g., canola, coconut, olive, vegetable).

Design an investigation to determine if a molecule is polar or nonpolar.

Devise an investigation to show that the addition of a solute affects the density of a liquid.

Make a soap and evaluate its effectiveness on hard water. Compare the effectiveness of various soaps.

Evaluate the composition of shampoo samples using properties (e.g., viscosity, pH) to determine their effectiveness.

Apply the idea of intermolecular forces to biological implications (e.g., hydrogen bonding between two DNA strands, cell membrane formation of lipids).

Construct a chromatography technique to separate the components of different dyes (e.g., hair color, food additives, skittles) applying principles of inter- and intra-molecular forces.

Illustrate the differences between intermolecular forces.

Represent the cause of intermolecular forces between molecules using models.

Explain the effect that branching has on London dispersion forces in nonpolar organic molecules (e.g., long chains have greater forces and branching decreases the forces). Identify real-world implications.

Explain how a graph of vapor pressure vs. temperature can be used to determine boiling point and strength of intermolecular forces.

Demonstrate the effect the strength of intermolecular forces has on various properties (e.g., change in evaporation temperature, polarizability, viscosity).

Predict which compound will have the highest/lowest vapor pressure and melting/boiling point based on intermolecular forces.

Sketch the solvation of a solute in an appropriate solvent and explain how the solute separates and interacts with the solvent.

Explain the importance of molecular-level structure in the functioning of designed materials (e.g., why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, pharmaceuticals are designed to interact with specific receptors).

Describe intermolecular forces for molecular compounds.<ul><li>H-bond as attraction between molecules when H is bonded to O, N, or F.</li><li>Dipole-dipole attractions between polar molecules.</li><li>London dispersion forces (electrons of one molecule attracted to nucleus of another molecule) – i.e. liquefied inert gases.</li><li>Relative strengths (H>dipole>London/van der Waals).</li></ul>

Explain why intermolecular forces are weaker than ionic, covalent or metallic bonds.

Identify the intermolecular forces that exist in a given compound.

Differentiate between bond polarity and molecular polarity.

Explain why greater solubility occurs when dissolving a substance in a solvent with similar intermolecular forces ("like dissolves like").

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Global Environment Problems and Issues

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Earth’s Resources

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Earth Systems: Interconnected Spheres of Earth

Energy resources • Renewable and nonrenewable energy sources and efficiency • Alternate energy sources and efficiency • Resource availability • Mining and resource extraction

Describe the source and benefit of renewable and nonrenewable energy as it relates to resources.

Compare renewable and nonrenewable sources of energy (e.g., effectiveness, cost to produce).

Sort sources of energy as renewable and nonrenewable.

List the pros and cons for a variety of energy sources.

Match pictures of renewable and nonrenewable resources with their origins.

Identify where various energy resources originate (e.g., coal, petroleum, wind, water).

Understand that renewable means more can be made is a short period of time.

Understand that nonrenewable means that once it is used there is no way to get more in a reasonable time frame.

List some of Earth’s resources as coal, wind, water, petroleum, trees.

Recognize that we power our everyday appliances, devices, and cars with energy produced by Earth’s resources.

Air and air pollution • Primary and secondary contaminants • Greenhouse gases • Clean Air Act

Identify a consequence and solution to air pollution (e.g., Clean Air Act).

Identify a greenhouse gas and how humans have impacted the level of greenhouse gases.

Identify types of air pollution.

Use Google Earth to view a local area to determine what exists in an area and what products are produced and how that impacts an area (e.g., farms, housing developments, industries, nature reserves).

Identify sources of pollution.

Identify greenhouse gases (e.g., carbon dioxide, water vapor) and how they can impact the atmosphere and environment.

Recognize that excess natural materials can be considered pollution.

Recognize that human activities create pollution.

Water and water pollution • Potable water and water quality • Hypoxia, eutrophication • Clean Water Act • Point source and non-point source contamination

Identify a consequence and solution to water pollution (e.g., Clean Water Act).

Identify ways that humans have changed the global water supply (e.g., water quality).

Identify types of water pollution.

Use Flint Michigan to illustrate how pollution can impact human water consumption and use.

Identify where contaminants from a stream originate in the area.

Match pictures to point and non-point sources of contamination.

Observe data from a local stream to see what contaminants are present.

Recognize that human activities create pollution.

Recognize that the water used for drinking has to be processed to be used.

Identify what surrounds the water source and how it could impact it.

In your region, identify where your water travels.

In your region, identify where your water originates.

Soil and land • Desertification • Mass movement and erosion • Sediment contamination • Land use and land management (including food production, agriculture, and zoning) • Solid and hazardous waste

Identify a consequence and solution of soil pollution (e.g., land use, zoning).

Identify ways that humans have contributed to changes in the land (e.g., deforestation, strip mining, waste, etc.).

Identify types of soil pollution.

Explore mitigation projects for reclaiming mining areas (e.g., the Wilds).

Discuss ways that a deforested area can be restored.

Show pictures of how the logging industry has changed an area.

Look at a series of pictures of an area before, during and after a major development project (e.g., riverfront project, building a housing development, stripmine). How has the area changed? What organisms have been impacted? What pollutants were introduced or eliminated?

Recognize that land can be used for a variety of purposes and that use in turn impacts the environment.

Wildlife and wilderness • Wildlife and wilderness management • Endangered species • Invasive species • Introduced species

Explain how a species can become endangered (e.g., deforestation, invasive species).

Categorize species as “endangered” or “nonendangered.”

Identify the meaning of “endangered.” species.

Observe data of endangered populations and examine efforts to restore those populations.

Examine the laws of the nation or local area to protect endangered species.

Use data for the Ohio Department of Natural Resources to monitor that status of a particular species.

Recognize that as organisms’ death rate exceeds its birth rate they areconsidered endangered and may become extinct if the conditions do not change.

Recognize that as an environment changes the conditions may become unfavorable for the survival of some organisms.

Biosphere • Evolution and adaptation in populations • Biodiversity • Ecosystems (equilibrium, species interactions, stability) • Population dynamics

Predict the effects on the biosphere based on changes in a given population.

Identify cause and effect of population change(s) within the biosphere.

Recognize that the biosphere is occupied by living organisms.

Predict what will happen if the Asian carp enter the Great Lakes. What may happen to the native fish populations? How does the Asian carp affect the food web of that ecosystem?

Examine native fish populations in areas that have been impacted by the invasion of Asian carp. Explore the relationship between the numbers of the native fish and the number of Asian carp after their arrival. Look at this in terms of the first month, six months, a year, several years.

Watch how Asian carp have taken over an area.

Identify local invasive species and illustrate how they have impacted the ecosystem.

List things that could cause the number of a particular type of organism to go up or down (food shortage, more babies born, disaster, organisms move into or out of the area). [Observe a map of the arrival and spread of an invasive species (e.g., kudzu).]

Identify that the part of Earth occupied by living things is called the biosphere.

Observe the school yard or a video and identify living organisms.

Atmosphere • Atmospheric properties and currents

Analyze how greenhouse gases affect atmospheric properties.

Identify atmospheric properties (e.g., temperature, humidity, density and pressure).

Recognize air currents on a map.

Raising cattle has had a impact on methane gas in the atmosphere. Observe the increase of methane gas in the atmosphere as the number of cattle has increased.

Examine a hundred year cycle of weather data for a region and find the patterns that emerge.

Map global temperatures for the last hundred years.

Track data for atmospheric gases in a region of the globe and observe the changes of gases that result from natural and human activity. This can be a historic look (e.g., industrial age) or current events.

Observe the data from hurricane season in the United States and identify the conditions that existed that generated the storms of that season.

Identify climates that exist around the globe.

Examine weather patterns in several locations around the globe. Track the temperature range and precipitation that prevails in that area.

Identify what causes the climate that exists in a regional area (e.g., use a felt map and arrows to create a map of global wind patterns).

Demonstrate how the sun warms the earth.This warming impacts climatic patterns that occur in a particular region.

Understand that wind in Ohio often blows from west to east and therefore weather events often arrive from the west.

Recognize that air often moves in the same pattern over and over.

Experience wind as moving air (blow on face, observe leaves/trees moving, fan, feel wind outside)

Lithosphere • Geologic events and processes

Describe how a geologic event can impact the other spheres (e.g., volcano eruption into the air, mudslide into water, etc.).

List events that can occur within the lithosphere.

Recognize that the lithosphere is the outer most layer (crust) of the surface of the Earth.

Watch videos of the volcanic activity of Hawaii and predict how that eruption impacts the environment of the island.

List the emissions of a volcanic eruptions (e.g., lava, volcanic gases, ash) and explain how they will impact the environment locally and globally.

Identify the outer surface layer of the Earth as the lithosphere; understand that it is made of rock (some of which has weathered into soil and sand).

Recognize that the surface of Earth constantly changes.

Recognize that humans live on Earth’s surface, the lithosphere.

Hydrosphere • Oceanic currents and patterns (as they relate to climate) • Surface and ground water flow patterns and movement • Cryosphere • AND • ENV.ES.5 Movement of matter and energy through the hydrosphere, lithosphere, atmosphere, and biosphere • Energy transformations on global, regional, and local scales • Biogeochemical cycles • Ecosystems • Weather • Climate

Describe how ocean currents and patterns relate to climate.

Follow surface and ground water flow patterns and movement.

Recognize that the hydrosphere is the water portion of Earth.

Trace the hydrologic cycle in different regions around the Earth and show how it impacts climate.

Use the National Oceanic and Atmospheric Administration, NOAA, site to track ocean water temperatures around the Earth and demonstrate how this impact ocean currents.

Identify the living and nonliving portions of the environment that are impacted by pollution (e.g.,habitat reduction, acid rain, algae blooms, fish kills).

Follow the runoff of fertilizer from a farm into a lake and identify the outcomes that may result (e.g., algae blooms, fish kills).

Follow the water flow through a region and determine points of contamination and follow where the water goes next.

Recognize that groundwater can be contaminated.

Use pictures to identify where groundwater is found.

Use topographic maps to show how water flows through a region.

Identify local bodies of water.

Human population

Describe how the size of the human population can have harmful effects on the environment.

Identify how the human population has changed over time.

Recognize that humans can change their environment globally.

At the rate of change what could the human population be in the next 100 years.

Use data to show how the human population has change in the last 100 years.

Match events to their outcomes in an environment (e.g., fertilizer runoff causes algae blooms which contaminates water supply).

Identify how humans can impact an area and provide examples.

Identify what caused the biggest changes in that area.

Show a map or pictures of an area that documents the changes over the last 100 years.

Potable water quality, use, and availability

Describe a way to preserve potable water on Earth.

Identify a way humans have changed the global water quality

Identify a fresh water source.

Use an aquarium to show how water can be contaminated and determine how to clean it up.

Show a chart that compares the total amount of water available on the Earth to the amount of freshwater that is available.

Identify activities that impact the water supply (e.g., pollution or remediation).

Recognize that water is processed for human consumption.

Recognize that water is necessary for survival.

Show a picture or map of your local water source.

Climate change

Describe a way to preserve our global climates.

Identify a possible factor of climate change.

Recognize the characteristics of a climate change (e.g., melting glaciers).

Relate how the polar icecap reduction has impacted populations of organisms that live in that region.

Watch a video of the change in the polar icecaps for the last 25 years.

Recognize ways that can reduce greenhouse gases.

Recognize that climate changes impact the survival rates of organisms.

Recognize that human activity can impact the climate (e.g., increase global temperatures).

Sustainability

Explain how resources can be sustained to reduce the impact on Earth (e.g., planting new trees after chopping down others).

Identify a resource that should be sustained to positively affect Earth.

Sort resources into renewable or non-renewable categories.

Share the story of the development of the Wilds in Ohio. Guernsey county was used for strip mining and the land was reclaimed and used as a wildlife conservatory.

Discuss how to reduce resource exploitation (renew, reuse, recycle).

Identify ways to protect our valuable resources such as water and air.

Categorize renewable and non-renewable resources.

Species depletion and extinction

Describe why species extinction is harmful to Earth.

Identify the cause of a species extinction.

Identify a species that has become extinct.

Watch videos of how Lake Erie water snakes (LEWS) were removed from the endangered species list. This has changed due to public awareness and the introduction of goby fish to the Great Lakes.

Identify an organism within an ecosystem and predict what happens to other parts of the ecosystem with the removal of that organism. (Use the story and data of the moose and wolf populations of Isle Royale to illustrate the codependency of organisms.)

Air quality

Describe the effect of air quality on humans.

Describe the effect of a pollutant on air quality

Identify a type of air pollution.

Look at pictures of pollution sources (eg., factories, crowded highways, dust storms) and identify how these sources make air contaminated

Watch videos that show the effects of pollutants on humans (e.g., COPD, asthma); discuss why it is important to keep our air clean

Identify ways that people can reduce air pollution (e.g., drive less, filter factory emissions, use modern farming technique such as no till, purchase local products).

List some things that are not be pleasant to breathe (e.g., dust, cigarette smoke, car exhaust).

Breathe in and out to recognize that fresh air is important to keep us alive and healthy.

Food production and availability

Describe how a factor could limit the availability of food.

Describe a factor that can affect food production (e.g., early frost, drought, etc.).

Identify oane food production method (e.g., farming, manufacturing).

Identify events that can damage crops or decrease food production (drought, wind storms, flooding, late frost, insect damage).

Look at population maps or videos to understand how the rapidly increasing human population leads to food scarcity.

Recognize that some food crops are genetically modified to enhance production (e.g., increase yield, internal protection from weeds and insects).

Farmers plant their crops at the same time every year. Predict what would happen if the weather prevented those crops from being planted on time due to flooding or cold temperatures.

Deforestation and loss of biodiversity

Identify an effect of deforestation on an ecosystem.

Describe the importance of a forest ecosystem.

Recognize that having many different organisms in an ecosystem generally leads to a healthier ecosystem.

Show before and after pictures of an area that has been deforested and discuss what was being harvested and why.

Look at population maps or videos to show how human populations have changed and how this impacts the ecosystem (https://www.youtube.com/ watch?v=khFjdmp9sZk).

Waste management (solid and hazardous)

Describe a way to reduce solid and hazardous waste.

Describe an effect of waste on the environment.

Sort types of waste into solid or hazardous waste.

Show pictures of a landfill and discuss the contents.

Interview the school’s custodian and find out what happens to waste produced in the school.

Match pictures of waste materials and their method of removal.

Explore how waste could be reduced.

Identify what makes waste and how it is classified.

Global Environmental Problems And Issues

Earth's Resources

Earth Systems: Interconnected Spheres Of Earth

Environmental Science

Students understand that this topic explores the availability of Earth's resources, extraction of the resources, contamination problems, remediation techniques and the storage/disposal of the resources or by-products.

Students understand that conservation, protection and sustainability of Earth's resources are also included.

Students understand that at the advanced science level, renewable and nonrenewable energy resources topics investigate the effectiveness, risk and efficiency for differing types of energy resources at a local, state, national and global level.

Students understand that nuclear and geothermal energy are included in this topic.

Students understand that feasibility, availability, remediation and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources.

Students understand that environmental impact is evaluated as it pertains to both environmental and human risks. Examples include chemical hazards, radiation, biological hazards, toxicology and risk analysis studies.

Students understand that learning about conservation and protection of the environment also requires an understanding of the existence and rationale for laws and regulations to conserve resources and reduce and/or remediate contamination, but the emphasis should be on the science behind the laws and regulations.

Students understand that relating Earth's resources to a global scale and using technology to collect global resource data for comparative classroom study is recommended.

Students understand that in addition, it is important to connect the industry and the scientific community to the classroom to increase the depth of understanding.

Students understand that critical thinking and problem-solving skills are important in evaluating resource use, management and conservation.

Students understand that new discoveries and research are important parts of this topic.

Students understand that to understand the effects that certain contaminants may have on the environment, scientific investigations and research should be conducted on a local, national and global level.

Students understand that water, air, land and biotic field and lab sampling/testing equipment and methods are utilized with real-world application.

Students understand that quantifiable field and/or lab data are used to analyze and draw conclusions regarding air, water or land quality.

Students understand that examples of types of water-quality testing include: hydraulic conductivity, suspended and dissolved solids, dissolved oxygen, biochemical oxygen demand, temperature, pH, fecal coliform and macro-invertebrate studies.

Students understand that wetland or woodland delineations and analysis, land use analysis and air monitoring (e.g., particulate matter sizes/amount) are all appropriate field study investigations.

Students understand that comparative analysis of scientific field or lab data should be used to quantify the environmental quality or conditions. Local data can also be compared to national and international data.

Students understand that the study of relevant, local problems can be a way to connect the classroom to the real world.

Students understand that within Ohio, there are numerous environmental topics that can be investigated.

Students understand that examples include wetland loss or mitigation, surface or ground water contamination (including sediment, chemical or thermal contamination), watershed management, acid rain, septic system or sewage overflows/failures, landfill seepage, underground storage tank/pipe releases, deforestation, invasive species, air pollution (e.g., photochemical smog or particulate matter), soil loss/erosion or acid mine drainage.

Students understand that in this course, the focus is on the connections and interactions between Earth's spheres (the hydrosphere, atmosphere, biosphere and lithosphere).

Students understand that ground water and surface water velocities and patterns are included as the movement of water (either at the surface, in the atmosphere or beneath the surface) can be a mode of transmission of contamination.

Students understand that geomorphology and topography are helpful in determining flow patterns and pathways for contamination.

Students understand that the connections and interactions of energy and matter between Earth's spheres are researched and investigated using actual data.

Students understand that one event, such as a petroleum release or a flood, can impact each sphere.

Students understand that some impacts are long-term, others are short-term and most are a combination of both long- and short-term.

Students understand that it is important to use real, quantifiable data to study the interactions, patterns and cycles among Earth's spheres.

Students understand that case studies, developing and using models, collecting and analyzing water and/or air quality data, conducting or researching population studies and methods of connecting to the real world is emphasized for this topic.

Students understand that technology can be used for comparative studies to share local data internationally so that specific quantifiable data can be compared and used in understanding the impact of some of the environmental problems that exist on a global scale.

Students understand that researching and investigating environmental factors on a global level contributes to the depth of understanding by applying the environmental science concepts to problem solving and design.

Students understand that examples of global topics that can be explored include building water or air filtration models, investigating climate change data, monitoring endangered, introduced or invasive species and studying the environmental effects of an increasing human population.

Students understand that researching contemporary discoveries, new technology and new discoveries can lead to improvement in environmental management.

Environmental Science

Energy resources

Contact your local energy provider and conduct an energy audit of your school. Identify areas where energy can be conserved. Generate a plan to decrease energy footprint.

Record energy usage in your home for a 24 to 48-hour period. With parental permission, review an electric bill for your home and identify adoptable strategies to reduce your home's energy usage.

Design an energy efficient, clean, renewable community based upon real data and models of other cities or communities. Include explanations of the benefits and consequences of various aspects of the city design.

Using existing energy technologies (e.g., tidal power plants, solar panels, scrubbers) as an example, generate an alternative way to collect energy or improve an existing energy technology. Test your design.

Compose a letter to a local politician or school board outlining the need for renewable/alternative energy exploration and incorporation into your city. Include information about taxes, resources and infrastructure.

Compare energy usage of the United States to energy usage of a developing nation. Parse it down to a "typical" family in America and a "typical" family in the developing country.

Create a public service announcement explaining the importance of energy conservation in your community, home and school. Include methods for conservation.

Identify the primary resources used in your community for energy. Create a brochure explaining and comparing the sources.

Research a widely used energy source (e.g., nuclear, oil, gas, wind, solar) and create a detailed poster discussing the pros and cons of its use.

Air and air pollution

Conduct tests for air quality in and around your school, investigate the sources of any pollutants and design a plan to remove or reduce the pollutants.

Design a "city makeover" for a city near you. Your new city must promote clean air practices. Consider mass transit, industry, infrastructure, homes, education and technology.

Construct a model of your home or school explaining the internal air pollutants. Determine the relationships between the pollutants and human activities in or near your home/school.

Looking at air quality data (e.g., from the US EPA) outline a plan for Ohio or the Great Lake States to improve air in the next seven years.

Using ice core models and/or datasets, make a graph showing how elements in the atmosphere can change over time. Interpret and extrapolate into the future.

Using the Clean Air Act as an example, propose an updated policy for the next 20 years, being sure to consider technology and demographics.

Create a presentation on the major types and sources of air pollution. Compare the main types and illustrate ways to prevent air pollution.

Design and create a poster/graphic organizer/infographic illustrating the difference between primary and secondary contaminants.

Read the Clean Air Act and create a timeline demonstrating major events that led up to it and major events which occurred after it. Include results of those events.

Water and water pollution

Conduct a water quality field test of various local bodies of water, and determine how the results (e.g., dissolved oxygen content, phosphates, nitrates/nitrites, pH, fecal coliform) could impact aquatic ecosystems.

Identify two waterways in your area, one in a developed area and another in a natural area. Use biotic indicators and chemical tests to determine if any differences exist. Explain your findings, including ways contaminants may have moved from area to area.

Design and build a water filter with commonly available materials for either wastewater or drinking water, taking into account cost and efficiency. Test the water filter, analyze the data collected and brainstorm ideas on how to improve the design.

Examine and report on your town's or city's water delivery system. Include where your drinking water comes from and where your waste water goes.

Perform a water assessment on your home or school. Outline a water conservation plan based on the assessment. Explain where water can be conserved. Model how small changes can have large effects.

Read excerpts or summaries of Rachel Carson's Silent Spring and create scenarios which model the effects of toxins introduced into a water system. Examine the actions that resulted from the publication of this book.

Research water as a resource. Identify areas of concern and classify various sources (e.g., fresh, salt, ground, surface, glacier).

Read the Clean Water Act and propose an amendment to address increases in populations and changes to ecosystems.

Soil and land

Conduct soil tests on various sites around the school or community. Determine an appropriate location for planting a community garden. Consider soil types, precipitation and yield.

Create a plan to revitalize a brownfield site in one of the Great Lake States. Be sure to include an explanation of how it became a brownfield.

Research current FDA laws pertaining to food safety for agriculture and write user-friendly versions of the laws for the public to access on the FDA website.

Write a letter to a company which historically violated EPA laws outlining their violations and the impact on the environment.

Deconstruct an area affected by a mass wasting, desertification or erosion event and write a detailed explanation with data. Write a "brief" for a law firm assigning responsibility for purposes of restitution and remediation.

Identify at least two examples of modern desertification. Choose one in the United States and one in another country.

Wildlife and wilderness

Evaluate current practices to conserve or recover native species that are currently endangered.

Make assessments about the introduction of species. Identify ways that it boosts endangered species populations and potential negative impacts.

Design a plan to preserve/conserve a wilderness or waterway in Ohio. Be specific and defend your rationale with data. Include biological and ecological relationships within the system.

Choose a specific living species. Using scientific data, trace the history of that species. Show existing, established evolutionary relationships, environmental (both biotic and abiotic) requirements, global locations, ecosystem characteristics and sustainability predictions. Use quantifiable data to support findings.

Write a bill to be presented to state policy makers restricting, preventing or eliminating an invasive species in Ohio.

Compare the biodiversity of two natural areas, including richness and distribution. Draw conclusions, including how the biodiversity is relevant toward mitigating the impact of invasive species.

Research an Ohio wilderness or water ecosystem. Identify threats to each species, including human impacts.

Discuss the process of biomagnification and the ramifications if a primary consumer or a producer is removed or too many consumers or producers are introduced.

Create a presentation for local stakeholders on the hazards of invasive species.

Identify invasive species in the community and describe their impacts on the local food web.

Biosphere

Plan and implement a population study of a specific area over a period of time or critique/analyze an existing population study. Document changes in weather, food availability and any change to the population. Prepare a scientific analysis and conclusion for the study.

Choose two accessible habitats and take a field trip. Choose a level and type of taxa (e.g., birds, insects, spiders, trees, herbaceous plants). Collect data on species diversity and abundance. Compare and contrast data using Simpson's Diversity Index or Shannon-Weiner Index to measure species diversity/abundance and compare the relative health of the two habitats.

Identify an instance of biomagnification or bioaccumulation within a specific ecosystem and propose possible solutions.

Evaluate and critique current trends in reclaiming former industrial sites.

Taking economics, government regulations and current technology into consideration, design a new method to reclaim a former brownfield in the Great Lakes Region.

Research an endangered species and develop a conservation plan for the species taking into account the interests of all stakeholders. List the advantages and disadvantages of conservation.

Conduct a pond study, calculate biodiversity index and construct a sustainable food web. Research how biomagnification or bioaccumulation impacts specific Ohio ecosystems. Research should include the possible impact to humans. Present research and findings on biomagnification and bioaccumulation impacts on specific Ohio ecosystems (e.g., using "Ohio's Sportfish Consumption Advisory" published annually by the Ohio EPA).

Graph survivorship curves to make judgements about environmental and health conditions in various habitats/ecosystems.

Evaluate current protection and management laws pertaining to endangered species and their habitats.

Atmosphere

Explain the effects and causes of El Niño/La Niña weather patterns on Earth's spheres, biogeochemical cycles and biodiversity. Include regional comparisons of the effects of these events.

Complete a foldable or other manipulative on the layers of the Earth's atmosphere, complete with description and chemical composition.

Lithosphere

Research and analyze an event (e.g., naturally caused [an Icelandic volcano] or anthropogenically caused [oil spills]) and make a model to demonstrate how the different spheres (e.g., atmosphere, biosphere, lithosphere, hydrosphere) are impacted.

Examine human impacts on the lithosphere (e.g., hydraulic fracturing, surface mining, urbanization) and hypothesize possible consequences.

Find a large tract of property for sale in your community. Using knowledge of the lithosphere through data found on United States Department of Agriculture's site, make recommendations on how this property could be used in the future.

Compare soils found in various parts of the community. Use information gathered to create a soil texture map of the community.

Build a model of the layers of the Earth in order to identify and describe the components and their role in geologic events.

Hydrosphere

Construct a functioning shower using only four gallons of water and household materials, which would allow someone to wash the body and hair effectively and capture the gray water produced. The shower construction should be tested to assure it meets design criteria and that it will adequately allow for a person to wash.

Investigate various methods to clean up an oil spill using a model to evaluate their effectiveness. At the completion of the clean-up process, each team will assess the effectiveness, including environmental impact of the cleanup process, and make suggestions for improvement.

Design methods to transport potable water to arid areas. Consider availability of materials, cost and efficiency.

Create a map of the local watershed including boundaries of adjoining watersheds. Have the map depict movement and direction of water within the watershed.

Plan a demonstration to illustrate the factors that lead to changing oceanic currents (both deep and shallow).

Research a water resource disaster and describe various ways the disaster has altered the ecosystem of the region. Explain the stability of that ecosystem, as well as how it has changed over time.

Use Ohio EPA well water data to compare water composition of a contaminated site with groundwater from your own community.

Use a regional map to identify local water sources and their proximity to schools, neighborhoods and shopping centers. Indicate how those developments may infringe upon the health of the water sources.

Movement of matter and energy through the hydrosphere, lithosphere, atmosphere and biosphere

Model and describe how toxins enter and accumulate in a food chain. Find and paraphrase laws/regulations which attempt to regulate use of potential contaminants (e.g., DDT, BPA, pharmaceuticals, lead).

Research an actual environmental or geologic event (e.g., release of a toxin/contaminant, hurricane, earthquake, volcano, flood, fire, landslide) and determine how each of Earth's spheres was impacted. Include long-term and short-term impacts. Trace the movement of contamination or energy through each sphere. Provide scientific evidence and data to support conclusions.

Describe the relationship between ocean surface temperature and hurricane intensity, using the NOAA database. Create a map of the most vulnerable areas and use it to identify highly populated areas that could be affected.

Explore, analyze and interpret past and current climate patterns for 10 different cities around the world. Analyze differences between climate patterns. Make predictions of future patterns.

Use quantifiable data and evidence to investigate the relationship between deforestation and changing weather or, in some cases, climate, at a specific location (e.g., the Amazon region of South America). Analyze the data and draw a conclusion based upon the analysis.

Research, design, create and maintain a tabletop sustainable biosphere (e.g., eco column) using aquarium gravel, live aquatic plants and aquatic organisms (e.g., fish, ghost shrimp, Sea Monkeys ®). Use it to study nutrient cycling, limiting factors, decomposition, water quality and eutrophication.

Write an article explaining the difference between climate and weather and the importance of distinguishing between the two.

Determine the carrying capacity of an ecosystem using historical or current data (e.g., Moose on Isle Royale, Kaibab Deer in Arizona).

Human population

Plan and implement a population study of a specific area over a period of time or critique/analyze an existing population study. Document changes in weather, food availability and any change to the population. Prepare a scientific analysis and conclusion (in writing) for the study.

Use data on birth rates, death rates, life expectancy, average income and literacy rates of various countries1 to develop a plan that could contribute to a change in the fertility and death rates.

Work in design teams to create a plan to develop a parcel of undeveloped rural land or to revitalize an urban neighborhood that has been blighted. Solutions must address housing, transportation, business and industrial, green space and recreational land uses as well as food, water, waste and energy systems. An extension could limit funds available.

Interpret population demographic curves, graphs or pyramids (e.g., from US Census Bureau, the UN Census, World Fact Book) and discuss differences in population growth rates among several different countries (developing vs. developed).

Compare local fertility rates to national and international rates. Consider environmental and societal factors contributing to differences.

Relative to resource availability and rates of consumption, assess the scope of human population growth and potential limits to its growth (e.g., Tragedy of the Commons, Hans Rosling and Gapminder Foundation)

Compare developing and developed countries, identifying the factors that separate the two types of countries.

Potable water quality, use, and availability

Using data, research a severe water related environmental problem (and its root causes) that faces the local community, Ohio, the United States or the world. Propose ways to mitigate the problem.

Test a local water source for contaminants and compare findings to the released water quality reports. If discrepancies exist, predict possible causes.

Design a water treatment system or process that can be implemented at a low cost and without the need for electricity to be used in areas that do not have access to potable water.

Design and build an irrigation system that will move water at a specific rate.

Investigate the source of various bottled water. Some brands come from municipal water supplies. Record each water source on a map.

Examine the water quality report from a municipality to determine the health of the water. Investigate the effects of disinfection byproducts (DBPs) which result when chlorine and other disinfectants breakdown over time.

Investigate sources of drinking water pollutants and design a plan to lower, restrict or prevent those pollutants.

Conduct a water survey in your home/school. How much water do you use on a daily basis and how much does it cost? Identify areas where water can be saved.

Define potable water. Identify the locations of large sources of freshwater in the world and use this to explain why certain populations have little access to clean water.

Climate change

Choose a specific location in the United States. Research and analyze the patterns of climate change throughout the geologic record, human historical data and present-day data for the location. Be able to explain the interpretation and analysis of the data.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Research monthly average precipitation data in different areas to strengthen conclusions about periods of drought or abnormal rainfall as they relate to climate change.

Compare the effects of El Niño and La Niña at two different longitudinal locations, but at the same latitude, using sea surface temperature and precipitation from real satellite data.

Create a timeline of climate science and policy initiatives over the past two centuries in developing and non-developing countries. Include global data and compare different nations.

Investigate the history of local habitats experiencing change (e.g., the Great Lakes).

Develop position papers for and against increasing federal spending on climate change research.

Explain the correlation between historical carbon dioxide concentration data and historical global temperature data.

Sustainability

Redesign a city/village/town to be more sustainable. Examine concepts such as waste treatment, water resources, pollution, transportation, energy resources and maintaining biodiversity. Share recommendations and incorporate feedback to make a final proposal for the city/village/town.

Research and design a sustainable lifestyle in regard to energy efficient living space and mindfully using resources, alternative transportation, dietary sources and outdoor space.

Create a pie chart displaying the breakdown of components of an individual's ecological footprint (e.g., shelter, food, energy, transportation), and construct a plan to reduce his/her carbon footprint.

Use an online ecological footprint calculator (e.g., Earth Day Network) to compare how many Earths it would take to sustain the world population for various lifestyles.

Use the Tragedy of the Commons simulation activity to identify and explain potential strategies to prevent the destruction of a common resource.

Species depletion and extinction

Analyze a conservation case study (e.g., osprey, bald eagle, black bears in Ohio) and write an analysis and a recommendation for solutions.

Using phenological protocols, collect information on the local plants and wildlife as the seasons progress and contribute data to a local or global study. Track for comparison from year to year and location to location. Identify trends in phenological changes and design solutions to local climate impacts.

Research the effect that climate change is having or has had on a specific living or extinct species (e.g., harp seal, polar bear, dinosaur, elkhorn coral) or on an ecosystem (e.g., the Great Barrier Reef, the Arctic Circle).

Create an infographic on an endangered species, including information on the organism's ecosystem and its role within the ecosystem, its value (ecologically and commercially), reasons for endangerment and possible solutions or interventions.

The National Audubon Society has been collecting data on avian population and movements for over a century through the annual Christmas Bird Count. Download a dataset of the history of birds for your locality and investigate trends in the status of populations.

Research the requirements for listing a species as a species of concern, threatened or endangered on the state or federal level. Identify a species on one of these lists and research its life history, specifically the impacts leading to its decline.

Air quality

Investigate the effects of acid rain (with a range of pH) on seed sprouting.

Conduct an investigation comparing the concentration of tropospheric ozone in various locations in the community and analyze the results to determine the cause(s) for the any differences in concentrations.

Design and construct a scrubber for cleaning the sulfur emissions from burning coal. Assess how well the scrubber works by collecting calcium sulfate or sulfite to compare against a control.

Identify a problem or issue with air quality in your school/community. Use real data from the EPA and develop a solution.

Use a case study for a city that has historically experienced air pollution (e.g., Beijing, Detroit). Analyze the situation and identify issues/actions described in the case which may be problematic.

Using real-time data, research air pollution issues (and the root causes for the problems) that face the local community, Ohio, the United States or the world. Present evidence (quantitative data) and conclusions orally, through a poster session or in written form (scientific research paper).

Illustrate the process of how acid rain is created and describe its effects on each component of the environment.

Identify indoor pollutants and their sources. Explain their impacts.

Food production and availability

Design and conduct an investigation to determine if a fertilizer or pesticide is toxic to an organism (e.g., radish seeds).

Research food production in developing and underdeveloped nations, comparing land use vs. crop yield. Present your findings.

Identify the locations of food deserts in your community or surrounding areas. Write a proposal to the local government to provide that community with better food resources.

Construct a plan for a sustainable garden that could provide food for your school/community. Share your plan with stakeholders.

Research Genetically Modified Organisms used in agriculture and discuss advantages and disadvantages.

Construct an energy pyramid (with a human at the top) and use data to defend or oppose the position that eating lower on the food chain is better for the environment.

Using the National Geographic Website, What the World Eats, explore and compare the pie graphs to determine which country consumes the most/least daily calories, the most/least grains, the most/least meat, etc.

Deforestation and loss of biodiversity

Use satellite mapping resources (NASA Forest Changes in Rondonia, Brazil) to investigate the connection between urbanization, population growth and deforestation. Summarize your findings.

Design a community of the future that demonstrates responsible practices for preservation of biodiversity and forested areas.

Write a proposal for the state setting limits/regulations for housing/commercial development through the lens of biodiversity. Consider federal laws.

Develop a PSA on commercial products that contribute to deforestation (e.g., palm oil) and how deforestation contributes to the loss of biodiversity.

Engage in a classroom discussion on the rationale and methods to reduce the deer population in an Ohio community.

Complete a graphic organizer on various tree harvesting practices (e.g., clear cutting, seed tree cutting, selective cutting, slash & burn) including a description of economic and ecological advantages and disadvantages of each.

Identify areas where urban sprawl has impacted plant, wildlife and human communities. Describe the effects on biodiversity.

Waste management (solid and hazardous)

Conduct a landfill decomposition study over an extended period to determine the rate at which typical materials found in landfills decompose.

Develop a risk assessment for humans or the environment due to a toxin or hazardous chemical used by a company. The assessment should include: nature of the toxin/chemical, on-site use and handling (including existing safety practices), by-products (e.g., vapors, dilution processes), storage, transportation and emergency plans. Consider the topography and geology of the area and how these contribute to the flow of spills or leaks. Use a computer-modeling program (many are available through freeware sites) to model and predict the movement and possible pathways of the toxin/chemical. Make recommendations for containment methods.

Research composting techniques. Analyze the wastes produced by the school and design an appropriate composting system to process the biodegradable waste produced.

Construct and maintain a composting site on school grounds.

Collect research information on various waste management types. Compare and contrast the practices of waste management of developed and developing nations. Compare methods of at least two different nations and identify the best practices.

Research the waste management issues and the root causes for the problems that face the local community, Ohio, the United States or the world.

Plan and implement an investigation to explore human health issues related to the disposal of hazardous waste materials (e.g., biomagnification or bioaccumulation within a specific Ohio ecosystem). Existing public case studies can be used, such as a local Brownfields case.

Document the amount of waste a family/individual produces throughout a 24-hour period. Identify the materials that are non-recyclable and recyclable.

Describe the benefits and challenges of recycling.

Draw a diagram of a modern landfill and label the various components that are required or used in landfills today to prevent them from polluting the air and water.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Science and Technical Subjects

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

History/Social Studies

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

By the end of grade 12, read, comprehend, and respond to history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or information of a primary or secondary source.

Provide an accurate and objective summary that makes clear the relationships among the key details and ideas.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Evaluate authors' differing perspectives on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

By the end of grade 12, read, comprehend, and respond to science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or conclusions of a text.

Provide an objective summary of the central ideas of a text, paraphrasing complex concepts, processes, or information by presenting them in simpler but still accurate terms.

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Write arguments focused on discipline-specific content.

Establish a clear and thorough thesis to present a complex argument.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Establish a clear and thorough thesis to present and explain information.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

See note; not applicable as a separate requirement

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Draw evidence from informational texts to support analysis reflection, and research.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Science and Technical Subjects

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

History/Social Studies

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

By the end of grade 10, read, comprehend, and respond to history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or information of a primary or secondary source.

Provide an accurate and objective summary of how key events or ideas develop over the course of the text.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Compare the perspectives of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Assess the extent to which the reasoning and evidence in a text support the author's claims.

Compare and contrast treatments of the same topic in several primary and secondary sources.

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

By the end of grade 10, read, comprehend, and respond to science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or conclusions of a text.

Provide an accurate and objective summary of the central ideas of the text that traces the text's explanation or depiction of a complex process, phenomenon, or concept.

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Write arguments focused on discipline-specific content.

Establish a clear and thorough thesis to present an argument.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Establish a clear and thorough thesis to present information.

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

See note; not applicable as a separate requirement

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis reflection, and research.

ARTIFICIAL INTELLIGENCE

Machine Learning

Evaluate a dataset used to train a real AI system by considering the size of the dataset, the way that the data were acquired and labeled, the storage required and the estimated time to produce the dataset.

Using a data visualization tool, investigate imbalances in training data in terms of gender, age, ethnicity or other demographic variables that could result in a biased model.

Natural Interaction

Identify and debate the issues of AI and consciousness.

Perception

Describe some of the technical difficulties in making computer perception systems function well for diverse groups.

Illustrate the abstraction hierarchy for speech understanding, from waveforms to sentences, showing how knowledge at each level is used to resolve ambiguities in the levels below.

Representation & Reasoning

Write code to create an algorithmic search.

Illustrate breadth-first, depth-first and best-first search algorithms to grow a search tree.

Societal Impacts

Design an AI system to address social issues or explain how AI could be used to address a social issue.

ALGORITHMIC THINKING AND PROGRAMMING

Algorithms

Define and explain Iterative and recursive algorithms to understand how and when to apply them.

Use iteration to effectively solve problems.

Use recursion to effectively solve problems.

Define and explain sorting and searching algorithms to understand how and when to apply them.

Use sorting and searching to analyze and organize data.

Compare and contrast classical, cluster and quantum computing algorithms.

Control Structures

Write programs that use library methods and control structures and methods to solve a problem.

Refactor a program to be smaller and more efficient.

Modularity

Construct solutions to problems using studentcreated components (e.g., procedures, modules, objects).

Design or redesign a solution to a large-scale computational problem by identifying generalizable patterns.

Create programming solutions by reusing existing code (e.g., libraries, Application Programming Interface (APIs), code repositories).

Program Development

Fully implement the most appropriate software methodology to complete a team programming project.

Variables and Data Representation

Utilize different data storage structures to store larger and more complex data than variables can contain.

Identify the appropriate data structures or variables to use to design a solution to a complex problem.

COMPUTING SYSTEMS

Devices

Evaluate the function of various devices to formulate a human interaction solution.

Integrate multifunctional computing devices to solve a problem.

Identify the functionality of various categories of hardware components and the communication between them and use that information to build a system virtually or physically for a specific task.

Hardware and Software

Categorize types of operating systems and how they will be used.

Troubleshooting

Evaluate and revise a systematic process to identify the source of a problem and the steps to correct it within individual and connected devices.

DATA AND ANALYSIS

Data Collection and Storage

Create multidimensional data collections that can be utilized through various methods to solve complex data problems.

Investigate data storage and collection tools to analyze tradeoffs and limitations.

Inference and Modeling

Create a model that simulates a complex system and uses extracted data to hypothesize, test and refine the model to discover connections or trends.

Visualization and Communication

Create visualization or multisensory artifacts to communicate insights and knowledge gained from complex data analysis that answers real-world questions.

IMPACTS OF COMPUTING

Culture

Evaluate an alternative solution where a current tool does not exist due to limited resources.

Analyze the global impact of the distribution of computing resources in terms of equity, access and influence.

Design a study of the potential impacts of classical computers, clustered computing and quantum computing in different fields.

Evaluate and explore how research and commercial entities are using clustered and quantum computing as alternative solutions due to limitations of classical computers.

Safety, Law and Ethics

Create a scenario to demonstrate typical tradeoffs between usability and security and recommend security measures based on these or other tradeoffs.

Evaluate and explore how research and commercial entities use intellectual property laws including copyright, trademarks, and patents to identify practical, business and ethical impacts.

NETWORKS AND THE INTERNET

Cybersecurity

Identify cybersecurity ethics and law.

Implement a devised solution to counter a security threat.

Compare and contrast various threat actors, such as nation-states, cyber terrorist groups, organized crime or hacktivists.

Explore and utilize examples of encryption methods (e.g., Vigenére, Bacon’s cipher and Enigma).

Internet of Things (IoT)

Design and implement an IoT life cycle scenario that encompasses data gathering, transmission, reception and data analysis to demonstrate how the IoT operates and apply these skills to design products that model the process.

Networking

Construct a networking devices map solution for a realworld scenario to establish communication between distant devices.

Develop a solution to a real-world scenario using networking protocols to establish network communication.

Improve scalability and reliability of networks to describe the relationships and effects of how the different types of networks work together.

ARTIFICIAL INTELLIGENCE

Machine Learning

Illustrate what happens during each of the steps required when using machine learning to construct a classifier or predictor.

Use either a supervised or unsupervised learning algorithm to train a model on real-world data, then evaluate the results.

Natural Interaction

Construct context-free grammar to parse simple languages and use language-processing tools to construct a chatbot. Use sentiment analysis tools to extract emotional tone from text.

Demonstrate how sentence parsers handle ambiguity.

Describe how artificial intelligence drives many software and physical systems.

Perception

Explain how radar, lidar, GPS and accelerometer data are represented.

Describe the limitations and advantages of various types of computer sensors.

Representation & Reasoning

Categorize real-world problems as classification, prediction, sequential decision problems, combination search, heuristic search, adversarial search, logical deduction or statistical inference.

For each of these types of reasoning problems (classification, prediction, sequential decision-making, combinatorial search, heuristic search, adversarial search, logical deduction and statistical inference), list an algorithm that could be used to solve that problem.

Describe the differences between types of search algorithms.

Societal Impacts

Critically explore the positive and negative impacts of an AI system.

ALGORITHMIC THINKING AND PROGRAMMING

Algorithms

Define and use appropriate problem solving strategies and visual artifacts to create and refine a solution to a real-world problem.

Define and implement an algorithm by decomposing problem requirements from a problem statement to solve a problem.

Define and explain iterative algorithms to understand how and when to apply them.

Define and explain recursive algorithms to understand how and when to apply them.

Control Structures

Define control structures and Boolean logic and use them to solve real-world scenarios.

Use appropriate syntax to create and use a method.

Use data scoping to isolate data.

Modularity

Break down a solution into procedures using systematic analysis and design.

Create computational artifacts by systematically organizing, manipulating and/or processing data.

Program Development

Investigate software development methodologies to select the appropriate one for a project to complete as a team

Compare test methodologies to evaluate why each is used and to determine their benefits and costs.

Correctly use consistent naming conventions, version control and comments to demonstrate why these are important for future use, maintenance and reuse of code.

Variables and Data Representation

Identify types of variables and data and utilize them to create a computer program that stores data in appropriate ways.

COMPUTING SYSTEMS

Devices

Identify different multifunctional computing devices and connection technologies, both virtual and physical, to describe their purpose.

Develop and apply criteria to evaluate computing systems for a given purpose and existing limitations.

Create an artifact to demonstrate the roles and interactions of computing systems embedded in everyday objects.

Evaluate alternative computing architectures for emerging technologies, including cluster and quantum computing.

Hardware and Software

Compare and contrast interactions between application software, system software and hardware.

Troubleshooting

Apply a systemic process to identify problems and take steps to correct them within an integrated computing system.

Analyze an IT device to determine either what repairs are needed or how to build it.

DATA AND ANALYSIS

Data Collection and Storage

Analyze patterns in a real-world data store through hypothesis, testing and use of data tools to gain insight and knowledge.

Investigate data storage systems to compare and contrast how data is stored and accessed.

Inference and Modeling

Evaluate a model by creating a hypothesis, testing it and refining it to discover connections and trends in the data.

Visualization and Communication

Analyze the benefits and limitations of data visualization or multisensory artifacts and tools to communicate which is most appropriate to solve a real-world problem.

IMPACTS OF COMPUTING

Culture

Analyze new technology to predict realistic impacts on society.

Identify how existing and emerging computing architecture has and will impact other professions, both positively and negatively.

Social Interactions

Evaluate tools to increase connectivity of people in different cultures and career fields.

Analyze the collection and generation of data through automated processes to explain the privacy concerns that are not always evident to users.

Safety, Law and Ethics

Interpret and analyze breaches in privacy and security to investigate the legal and ethical impact in classical and emerging technologies.

Analyze the concepts of usability and security to explain typical tradeoffs between them.

Analyze the collection and generation of data through automated processes to explain the legal concerns that are not always evident to users.

Explain the beneficial and harmful effects of intellectual property laws to determine the impacts on innovation.

NETWORKS AND THE INTERNET

Cybersecurity

Examine and employ principles of cybersecurity.

Identify physical, social and digital security risks to address possible attacks from both existing and emergent technologies, including cluster computing and quantum key distribution.

Compare and contrast examples of various threat actors, such as nation-states, cyber terrorist groups, organized crime or hacktivists.

Explore and utilize examples of encryption methods, e.g., Vigenere, Bacon’s cipher, and Enigma.

Internet of Things (IoT)

Design an IoT life cycle scenario that encompasses data gathering, transmission, reception and data analysis to demonstrate how the IoT operates and apply these skills to design products that model the process.

Explore and plan career pathways related to IoT to identify careers associated with the computer science field.

Networking

Evaluate and select networking devices to establish scalable communications.

Evaluate and select networking protocols for classical, clustered and quantum computing to establish network communication.

Understand scalability and reliability of networks to describe the relationships and effects of how the different types of networks work together.

Reproduction

Absorption And Excretion

Transport

Integration And Coordination

Support And Motion

Levels Of Organization

Human Anatomy and Physiology

Digestive system

Students understand that the digestive system consists of the gastrointestinal tract (alimentary canal) as well as various accessory organs including the teeth, tongue, salivary glands, liver, gallbladder and pancreas.

Students understand that investigations are used to understand and explain the digestive system in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Students understand that the digestive system processes and supplies the molecules needed to sustain the living tissues within the body through the absorption of nutrients.

Students understand that six major functions of the digestive system include secretion, ingestion, mechanical processing, enzymatic digestion, absorption and excretion.

Students understand that the lining of the digestive system protects surrounding tissues from the mechanical and enzymatic stresses of the digestive process.

Students understand that processes of the digestive system include the mechanical and chemical breakdown of food into small molecules which are then absorbed by the digestive tract.

Students understand that specific actions within the digestive system include mastication, peristalsis, segmentation and the release of hormones and enzymes necessary for digestion.

Students understand that the metabolic functions of the accessory organs play strategic roles in the breakdown of food products, the maintenance of glucose levels within the blood and the regulation of homeostasis in the body.

Students understand that indigestible material is excreted as waste.

Students understand that homeostatic imbalances are explored. These include, but are not limited to, conditions such as gallstones, heartburn, ulcers, dehydration, diarrhea, cirrhosis and cancers of the digestive system.

Respiratory system

Students understand that the respiratory system is comprised of the airways, lungs and diaphragm.

Students understand that the airways include the nasal and oral cavities, pharynx, larynx, trachea, bronchi, bronchioles and alveoli.

Students understand that the respiratory system transports and exchanges gases including oxygen and carbon dioxide.

Students understand that processes involved in the respiratory system include respiration mechanics and gas exchange.

Students understand that respiration mechanics is the process by which humans breathe and includes the movement of the diaphragm and pressure-volume relationships.

Students understand that gas exchange refers to the diffusion of gas across the alveolar epithelium in the respiratory system and capillary endothelium of the cardiovascular system.

Students understand that lung volumes and capacities can be measured using spirometry.

Students understand that homeostatic imbalances are explored. These include, but are not limited to, asthma, chronic obstructive pulmonary disease (COPD), tuberculosis, cystic fibrosis and the effects of smoking and pollution.

Students understand that investigations are used to understand and explain the respiratory system in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Urinary system

Students understand that the urinary system is a regulatory system that helps maintain homeostasis.

Students understand that antidiuretic hormone (ADH) and aldosterone hormones influence the volume and concentration of urine.

Students understand that caffeine and alcohol act as diuretics and can lead to short or long-term kidney issues.

Students understand that homeostatic imbalances are explored. These include, but are not limited to, urinary tract infections, kidney stones, nephritis and acute and chronic kidney disease.

Students understand that investigations are used to understand and explain the urinary system in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Students understand that the structures of the urinary system include the kidneys, ureters, bladder and urethra.

Students understand that each kidney consists of the renal cortex, medulla and renal pyramids.

Students understand that the functional unit of the kidney is the nephron.

Students understand that the renal pelvis is a funnel-shaped chamber that is connected to the ureter.

Students understand that the primary functions of the urinary system are excretion, elimination and regulation of blood volume and pressure.

Students understand that processes of the urinary system include filtration, reabsorption and secretion, which occurs in the nephrons.

Students understand that urine is normally a clear, yellow, sterile solution but the composition can vary slightly between individuals.

Students understand that urinalysis is a diagnostic tool for detecting substances and conditions in the body.

Nervous system

Students understand that the nervous system consists of neurons and supporting cells that combine to form nerves, the spinal cord and the brain.

Students understand that the brain consists of three major parts: the cerebrum, cerebellum and brainstem.

Students understand that the cerebrum is divided into lobes and hemispheres.

Students understand that functions of the cerebrum that may be explored include voluntary muscle control, memory, sensory perception, emotions and speech.

Students understand that the cerebellum is primarily responsible for balance and coordination.

Students understand that the brainstem, a part of the autonomic nervous system, includes structural divisions that perform basic life functions such as breathing and heart rate.

Students understand that the spinal cord is a continuation of the brainstem.

Students understand that the spinal cord is a bundle of nerve tracts that transmits nerve signals between the brain and the body through electrical impulses.

Students understand that nerves are bundles of neurons that transmit impulses between the peripheral and central nervous systems.

Students understand that the study of nerves can include sciatic, cranial and spinal nerves.

Students understand that supporting structures of the central nervous system include the meninges and cerebrospinal fluid which protect the central nervous system.

Students understand that the primary functions of the nervous system are sensation, integration and response.

Students understand that processes of the nervous system are action potential propagation, simple nerve pathways (reflex arc) and neurotransmitter function.

Students understand that homeostatic imbalances are explored. These include, but are not limited to, the effects of drugs, mental illnesses, spinal injuries, concussions, meningitis and multiple sclerosis (MS).

Students understand that investigations are used to understand and explain the nervous system in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Students understand that a comparison of the structures and functions of the central and peripheral nervous systems should be explored.

Students understand that the central nervous system is composed of the brain and spinal cord.

Students understand that the peripheral nervous system includes the remaining nervous tissue.

Students understand that a neuron consists of dendrites, a cell body and an axon.

Students understand that neurons conduct electrical impulses along their membranes and at synapses.

Students understand that brain cells can detect and sometimes respond to these impulses.

Students understand that neuroglial cells help to support neural function.

Special senses

Students understand that the special senses consist of sight, hearing, balance, smell and taste.

Students understand that the ears respond to a range of sounds and provide a sense of equilibrium.

Students understand that the structures include those of the outer, middle and inner ear.

Students understand that processes of hearing and balance should be explored including the perception of sound and spatial awareness.

Students understand that homeostatic imbalances are explored.

Students understand that these include, but are not limited to, certain types of hearing loss, otitis media, lack of balance (e.g., vertigo), tinnitus, auditory processing, motion sickness and Meniere's syndrome.

Students understand that investigations are used to understand and explain the senses of hearing and balance in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Students understand that the senses of taste and smell occur primarily in the oral and nasal cavities.

Students understand that the structure of taste buds and olfactory cells are the foundation of taste and smell.

Students understand that the location, structure and afferent pathways of taste and smell receptors should be addressed.

Students understand that processes include activation of chemoreceptors and transmission of electrical impulses to the brain, where they are integrated.

Students understand that each sense involves a network of feedback processes and consists of distinct structures.

Students understand that homeostatic imbalances are explored.

Students understand that these include, but are not limited to, age-related sensitivities, taste preferences, anosmia and olfactory auras.

Students understand that investigations are used to understand and explain the senses of taste and smell in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Students understand that the eye provides visual environmental feedback and includes primary and accessory structures.

Students understand that light enters through the pupil and is then focused by the lens onto the retina at the visual axis.

Students understand that the optic nerve transmits the electrical impulses to the brain where they are translated.

Students understand that the accessory structures provide lubrication, protection and support to the eye.

Students understand that processes include stimulation of the photoreceptors (rods and cones) by light.

Students understand that homeostatic imbalances are explored. These include, but are not limited to, certain types of blindness, conjunctivitis, glaucoma, astigmatism, hyperopia, myopia and cataracts.

Students understand that investigations are used to understand and explain the sense of sight in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis (e.g., squid, falcon, hawks) communication skills and real-world applications.

Endocrine system

Students understand that the endocrine system is comprised of glands that secrete hormones resulting in a response in target cells or organs.

Students understand that glands with their associated hormones may include pituitary, hypothalamus, thyroid, thymus, parathyroid, pineal, pancreas, adrenal, ovaries and testes.

Students understand that the endocrine system results in regulating metabolism, maintaining homeostasis, regulating growth and development, and controlling reproduction through hormonal release.

Students understand that the processes involved in the endocrine system should include a comparison of negative and positive feedback systems.

Students understand that negative feedback examples can include regulation of blood glucose levels, calcium levels, blood pressure and temperature.

Students understand that positive feedback examples can include oxytocin in childbirth and hemostasis.

Students understand that homeostatic imbalances are explored. These include, but are not limited to, hyper- and hypo- functions of glands, diabetes (type I and type II), gigantism and dwarfism.

Students understand that investigations are used to understand and explain the endocrine system in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.

Hierarchy of organization

Students understand that several tissue types make up an organ.

Students understand that several organs working together make up an organ system.

Students understand that all the organ systems interact and form the human body.

Types of tissues

Students understand that the human body is comprised of four types of tissues: epithelial, connective, muscle and nervous.

Students understand that this topic includes a broad overview of the structure, function and location of each tissue type.

Students understand that tissues can be studied as an independent unit or as they are encountered within each organ system.

Students understand that investigations are used to understand and explain types of tissues in a variety of inquiry and design scenarios that can incorporate evolutionary concepts, scientific reasoning, comparative analysis, communication skills and real-world applications.